A  HISTORY  OF 
THE   UNITED   STATES 


A  HISTORY  OF 

THE  UNITED  STATES 

FOR  SCHOOLS 


BY 

WILBUR  F.  GORDY 

PRINCIPAL  OF   THE   NORTH    SCHOOL,    HARTFORD,    CONN. 


WITH  MANY  ILLUSTRATIONS  AND  MAPS 


NEW  EDITION 


NEW  YORK 
CHARLES  SCRIBNER'S  SONS 

iqo8 


COPYRIGHT,  1898,  1899,  1904,  BY 

CHARLES  SCRIBNER'S  SONS 


TTo 
I.  H.  G. 


22171 


PREFACE 

THE  function  of  the  writer  and  of  the  teacher  of  history 
is  to  explain  the  meaning  of  human  life  as  revealed  in  the 
records  of  the  past.  For  such  explanation  much  depends 
upon  the  selection  of  facts.  The  writer  of  history,  when 
addressing  himself  to  adult  readers,  must  exercise  the 
nicest  discrimination  in  choosing  facts  that  are  typical. 
With  immeasurably  greater  care  should  such  choice  be 
made  by  the  writer  of  a  text-book  whose  task  it  is  to  aid 
immature  minds  to  get  an  impression  of  the  truth. 

In  the  school-room,  then,  the  guiding  principle  should 
be  the  nature  of  the  facts  rather  than  their  number.  As 
already  intimated,  this  principle  should  find  application 
even  when  the  purpose  is  to  develop  thorough  scholarship. 
But  this  is  not  the  purpose  of  history  teaching  in  grammar 
grades.  In  these  grades,  only  a  short  time,  during  which 
many  other  studies  are  pursued,  is  devoted  to  the  study  of 
history.  Under  such  conditions,  the  acquisition  of  a  consid 
erable  body  of  facts  cannot  wisely  be  a  dominant  motive. 
Higher  aims  should  demand  attention.  One  of  these  is  to 
develop  in  the  pupil  an  interest  in  history — a  fondness  for 
historical  reading.  Another  is  to  teach  him  how  to  read 
history.  He  should  be  led  to  see  that  a  little  judicious  and 
thorough  reading,  with  a  definite  plan,  will  yield  better  re 
sults  than  much  aimless  and  desultory  reading  of  even  the 
best  authorities. 

The  author,  feeling  intensely  the  value  of  these  aims, 

vii 


viii  PREFACE 

believes  that  too  many  indiscriminate  facts  are  presented 
in  text-books.  He  has,  therefore,  as  an  outcome  of  a  life 
long  interest  in  the  study  and  of  many  years'  experience  in 
teaching  it,  prepared  a  book  which  he  hopes  will  serve  as 
an  aid  to  an  intelligent  teaching  of  history.  He  has  been 
careful  not  only  in  selecting  but  in  grouping  typical  events, 
which  can  have  their  full  value  only  when  they  are  known 
as  causes  or  as  results. 

The  reader  is  invited  to  examine  briefly  the  plan  of  the 
book.  After  a  short  chapter  on  early  discoveries,  follows 
an  account  of  the  struggle,  on  the  part  of  the  Spanish,  the 
English,  the  Dutch,  and  the  French,  for  control  in  the  New 
World.  In  this  account  painstaking  care  has  been  exer 
cised  in  selecting  significant  events.  For  example,  in  the 
chapter  on  Spain  in  the  New  World,  the  adventures  of 
Balboa,  Cortez,  and  Pizarro — romantic  and  interesting 
.as  they  are — have  been  omitted  from  the  body  of  the 
text,  in  order  to  give  more  space  to  topics  of  greater 
importance.  But  enough  has  been  told  to  explain  the  nat 
ure  of  Spanish  exploration,  the  objects  and  methods  of  the 
Spaniards,  and  the  reasons  for  their  failure  to  plant  success 
ful  colonies  north  of  Mexico. 

Following  this  chapter  is  a  similar  one  on  the  "  English 
in  the  New  World,"  leading  up  to  an  account  of  life  in 
typical  English  colonies.  These  colonies  are  divided  into 
three  groups.  Virginia  and  Maryland  represent  the  South 
ern  group;  Massachusetts  and  Connecticut,  the  New  Eng 
land  group;  and  New  York  and  Pennsylvania,  the  Middle 
group. 

Two  or  three  things  should  be  noted  in  connection  with 
the  treatment  of  these  typical  colonies.  In  the  first  place, 
the  history  of  each  group  is  brought  down  to  1689 — a  turn 
ing-point  in  American  history.  The  pupil  can  thus  study 
separately  the  three  parallel  streams  of  colonial  history, 


PREFACE  ix 

without  the  inevitable  and  almost  inextricable  confusion 
which  must  attend  a  strictly  chronological  treatment  of  the 
thirteen  colonies,  whether  taken  up  singly  or  all  together. 
In  the  second  place,  emphasis  is  laid  upon  what  is  impor 
tant.  The  selection  of  typical  colonies  and  of  typical  events 
in  the  life  of  these  colonies  must,  of  course,  give  more  space 
for  intelligent  and  interesting  treatment  of  illustrative  facts. 
In  the  third  place,  certain  definite  characteristics  of  the 
people  in  any  one  of  the  groups  can,  by  comparison  and 
contrast,  be  distinctly  brought  out  by  this  method  of 
study. 

Of  course  there  is  an  elimination  of  some  matter  gener 
ally  used  in  text-books.  At  the  ends  of  chapters,  however, 
may  be  found,  in  the  "Notes,"  reference  to  the  colonies  not 
treated  fully  in  the  body  of  the  text.  The  subject-matter  of 
these  "Notes**  has  been  carefully  selected  and  will  supply 
nearly  all  that  is  needed  in  schools  where  the  conditions 
require  a  special  handling  of  the  colony  in  question.  The 
author  observes  with  keen  satisfaction  the  movement  in 
favor  of  teaching  local  history,  and  earnestly  recommends 
that  such  teaching  find  a  place  in  all  American  schools. 

Up  to  1689  there  was  little  of  the  spirit  of  union  among 
the  colonies.  To  a  great  extent  each  went  its  own  way. 
But  after  1689,  three  sets  of  influences— Indian  wars,  troub 
les  with  the  French,  and  difficulties  with  the  royal  and  the 
proprietary  governors — gradually  brought  the  colonies  into 
closer  sympathy  and  prepared  them  for  union.  To  make 
clear  the  working  of  these  three  sets  of  historic  forces,  the 
following  topics  are  introduced  in  the  order  named:  "Life 
among  the  Indians"  and  "Indian  Wars;"  "French  Explora 
tions"  and  the  "Last  French  War;"  and  "Life  among  the 
Colonies  "  and  "  Growth  toward  Union." 

Special  attention  is  called  to  the  facts  selected  to  explain 
the  real  meaning  of  the  intercolonial  struggle  between  the 


X  PREFACE 

English  and  the  French.  Of  the  four  Intercolonial  Wars, 
the  only  one  worthy  of  study  in  grammar  schools  is  the  Last 
French  War.  By  omitting  the  other  three,  space  is  gained 
for  a  more  interesting  discussion  of  the  one  that  had  the 
most  important  bearing  upon  American  history.  If  the 
pupil  rightly  understands  this  war  he  will  know  the  mean 
ing  of  the  struggle  between  England  and  France  for  con 
trol  in  America. 

In  the  Revolution,  as  in  all  other  wars,  much  attention 
is  given  to  causes  and  results  and  to  the  way  in  which  the 
war  began.  Campaigns  and  battles  are  of  use  only  in  so 
far  as  they  enable  the  pupil  to  understand  the  character  of 
the  fighting.  For  such  understanding,  a  few  significant 
battles  are  far  better  than  many  minor  engagements  and 
military  details.  The  pertinent  question  here  as  elsewhere 
is:  What  useful  purpose  does  the  fact  serve  in  giving  the 
pupil  clear  ideas  of  the  meaning  of  the  past?  In  applying 
this  test  in  the  study  of  history,  we  soon  find  ourselves 
passing  lightly  over  or  omitting  altogether  much  that  has 
found  a  conspicuous  place  in  class-room  work.  In  the  Con 
stitutional  period,  the  traditional  system  of  grouping  topics 
according  to  Presidential  administrations,  although  conven 
ient  for  some  purposes,  is  often  mechanical  and  meaning 
less.  The  author  b'elieves  that  the  development  of  history 
can  be  much  more  clearly  shown  by  a  logical  grouping  of 
facts.  But  those  who  prefer  to  use  topics  grouped  accord 
ing  to  Presidential  administrations  can  easily  adapt  that 
grouping  to  this  book.  Numerous  references  are  made,  in 
the  notes  "To  the  Pupil,"  to  the  Presidents  and  their  terms 
of  office,  and  a  carefully  prepared  table  containing  a  list  of 
the  Presidents  and  important  facts  about  them  may  be 
found  in  the  Appendix.  Moreover,  portraits  of  all  the 
Presidents  and  sketches  of  their  lives  have  been  given  an 
appropriate  place. 


PREFACE  xi 

It  has  been  well  said  that  up  to  1890  American  history 
was  largely  the  colonization  of  the  West.  Believing  this  to 
be  true,  the  author  has  emphasized  the  influence  of  West 
ern  development  upon  American  life  and  institutions.  He 
has,  therefore,  no  apology  to  make  for  the  prominence 
given  to  Western  settlement,  Western  life,  the  difficult  prob 
lems  of  connecting  the  East  and  the  West,  the  bearing  of 
Western  expansion  upon  the  slavery  controversy  and  immi 
gration,  the  influence  of  the  prairies  and  the  Pacific  rail 
roads,  and  so  on. 

The  importance  of  the  West  cannot  be  discussed  with 
out  showing  the  intimate  relation  existing  between  man 
and  the  physical  conditions  that  surround  him.  Indeed, 
throughout  the  book  the  emphatic  influence  of  geography 
upon  history  has  been  distinctly  recognized. 

But,  after  all,  history  concerns  itself  more  largely  with 
moral  than  with  physical  life.  Accordingly,  the  personal 
element  has  been  made  prominent.  In  portraits,  auto 
graphs,  biographical  sketches,  and  in  the  conspicuous  men 
tion  made  of  representative  men,  the  moral  element  has 
been  kept  uppermost. 

In  this  new  edition  the  history  of  our  country  has  been 
brought  down  to  date.  Although  many  changes  in  the 
text  have  not  been  found  necessary,  yet,  whenever  in  the 
interests  of  a  more  useful  and  serviceable  book  such 
changes  have  been  suggested  they  have  been  unhesitat 
ingly  made.  The  excellence  of  the  maps  and  pictures  in 
the  editions  already  published  has  won  hearty  commenda 
tion.  Further  improvements,  however,  have  been  possible, 
rendering  these  features  of  the  book  even  more  noticeable 
than  before  for  their  helpfulness  in  illuminating  and  sup 
plementing  the  text. 

In  closing  the  author  wishes  to  express  his  deep  obliga 
tion  to  Superintendent  Thomas  M.  Balliet,  of  Springfield, 


xii  PREFACE 

Mass.,  and  to  Professor  William  E.  Mead,  of  Wesleyan 
University,  Middletown,  Conn.,  both  of  whom  have  offered 
many  invaluable  suggestions ;  also  to  Miss  Elizabeth  M. 
Worthington,  of  Hartford,  Conn.,  who  has  read  the  proof 
with  great  care. 

WILBUR  F.  GORDY. 

HARTFORD,  Conn.,  March  18,  1904. 


TO  THE  TEACHER 


"  Outside 
Readings" 
for  bright 
pupils. 


Useful 
books  for 
teachers. 


There  is  no  hard  and  fast  method  of  teaching  history  which  can 
be  successfully  applied  without  modification.  Certain  limitations 
and  conditions  surround  every  teacher.  Among  these  are  the  age 
and  capacity  of  the  class,  the  time  devoted  to  the  study,  the  num 
ber  of  other  studies  pursued  at  the  same  time,  the  books  of  refer 
ence  accessible,  and,  most  of  all,  the  teacher's  equipment  for  the 
work.  Whatever  the  conditions  may  be,  however,  experienced 
teachers  will  have  their  own  ways  and  means ;  but  for  the  benefit 
of  beginners  it  may  not  be  amiss  to  offer  a  few  suggestions,  this 
text-book  serving  as  a  basis. 

Before  taking  up  any  chapter  or  period  the  teacher  should  get  a 
" bird's-eye"  view  of  the  whole.  An  intelligent  conception  will 
thus  be  secured  of  the  relation  of  cause  and  effect,  to  which  special 
thought  has  been  given  by  the  author  in  the  grouping.  In  making 
this  preparation  the  "References"  will  be  helpful.  The  books 
therein  mentioned  are  not  numerous,  but  they  include  those  which 
have  been  thoroughly  tested.  A  short  but  well-selected  list  is  of 
greater  service  than  a  long  and  indiscriminate  one.  The  "  Refer 
ences  "  are  made  to  books  which  the  pupil  may  be  expected  to  con 
sult  in  preparing  the  lesson.  As  a  rule,  each  pupil  should  read  one 
"  Reference  "  book  in  addition  to  his  text-book. 

The  "  Outside  Readings  "  will  prove  a  great  help  to  the  teacher 
in  cultivating  a  taste  for  history.  In  every  class  may  be  found 
some  bright  pupils  who  can  do  much  more  work  than  is  demanded 
of  the  others.  To  such  pupils  the  "  Outside  Readings  "  will  make 
a  special  appeal.  The  "  References  "  and  "  Outside  Readings  "  fur 
nish  teacher  and  pupil  alike  with  additional  subject-matter  which, 
used  with  freedom  and  intelligence,  must  result  in  vitalizing  history 
and  in  stimulating  and  invigorating  thought. 

The  teacher  should  have  at  hand  for  constant  use  at  least  one  of 
the  books  containing  extended  bibliographies  for  class-room  work. 
Hinsdale's  "How  to  Teach  History,"  Adams's  "Manual  of  Historic 
Literature,"  Hall's  "  Methods  of  Teaching  History,"  Channing  and 
Hart's  "Guide  to  American  History,"  and  Gordy  and  Twitchell's 


TO   THE  TEACHER 


Poetry  and 
fiction  aid 
in  making 
history  a 
thing  of 
life. 


The  teach 
er  an  in 
terpreter 
of  life. 


The  impor 
tance  of 
training 
pupils  to 
form  right 
habits  of 
study. 


Discretion 
in  the  use 
of  a  text- 
book. 


The  notes 
"To  the 
Pupil." 


"Pathfinder  in  American  History"  have  such  bibliographies.  The 
last  of  the  books  named  contains  numerous  page  references.  When 
nothing  but  a  single  book — and  that  a  text-book — is  read,  the  reci 
tation  will  generally  prove  to  be  mechanical  and  lifeless. 

To  make  history  attractive  collateral  reading  must  be  called  into 
requisition.  Poetry  and  fiction,  therefore,  find  a  fitting  place  in  this 
list  because  they  appeal  to  the  feelings  and  the  imagination,  and  do 
much  to  recall  the  movement,  the  color,  and  the  life  of  the  past.  As 
the  historical  fiction  is  selected  with  especial  reference  to  grammar 
grades,  the  number  of  books  is  small.  Here,  as  in  the  other  bibli 
ographical  suggestions,  the  quality  rather  than  the  quantity  has 
been  considered.  In  the  notes  "To  the  Pupil "  will  be  found,  in  al 
most  every  chapter,  a  special  reference  to  some  book  or  selection  of 
high  literary  or  historic  merit,  a  feature  which  may  be  made  of 
great  value  to  pupils. 

Important  as  the  teacher's  preparation  is,  however,  the  recitation 
is  his  opportunity.  It  is  the  measure  of  his  success  in  reaching  the 
lives  of  his  pupils,  for  the  teacher's  personality  is  much  more  than 
text-books,  references,  outside  readings,  methods,  devices,  and  count 
less  appliances.  History  is  an  expression  of  life  ;  the  teacher  is  the 
interpreter  of  that  life.  The  pupil  is  fortunate  whose  life-inter 
preter  is  wise  and  true. 

The  assignment  of  the  lesson  is  one  of  the  most  important  parts 
of  the  recitation.  Here  the  judicious  teacher  will  do  some  of  his 
best  work  by  aiding  the  pupils  to  discriminate  between  what  is  of 
less  and  what  is  of  greater  value.  Time  thus  given  in  training  the 
pupils  how  to  study  will  be  well  spent.  Not  so  much  depends  upon 
the  number  of  facts  the  pupil  may  learn  as  upon  the  proper  apprecia 
tion  he  may  have  of  their  relative  importance  and  upon  the  habits 
he  may  form  in  learning  them.  Nearly  all  the  facts  will  soon  be 
forgotten,  but  the  habits  will  remain  as  a  permanent  factor  in  the 
mental  and  moral  equipment  for  the  work  of  life. 

The  length  of  the  lesson,  which  it  is  assumed  will  be  assigned 
by  topics  rather  than  pages,  should  be  duly  considered.  The  young 
teacher  sometimes  falls  into  the  pernicious  habit  of  assigning  les 
sons  of  uniform  length.  The  pages  of  this  book  are  of  unequal 
value.  Some  of  them  should  be  merely  read ;  some  should  be 
thoroughly  studied ;  and  some,  under  certain  conditions  which  de 
pend  partly  upon  the  age  and  capacity  of  the  class  and  the  time 
devoted  to  history,  may  well  be  altogether  omitted.  In  a  word,  the 
book  should  be  adapted  to  the  class  and  the  school  in  which  it  may 
be  used. 

The  notes  "  To  the  Pupil "  may  be  used  in  lessons  on  advance 
work  or  in  reviews.  The  questions  do  not  cover  all  the  facts  found 
in  the  text,  but  rather  call  attention  to  the  more  important  ones  and 

xiv 


TO  THE  TEACHER 


The 
recitation. 


The  pupil 
to  prepare 
a  question 
for  every 
recitation. 


Test  ques 
tions  made 
out  by  the 
pupil. 


Freedom  of 
discussion 
to  be  en 
couraged. 


suggest  other  questions ;  for,  after  all,  the  most  stimulating  ques 
tions  are  often  those  called  forth  by  the  pupils  themselves  in  the 
recitation  period. 

The  purposes  of  the  recitation  should  include  more  than  a  test  of 
memory;  they  should  include  a  comparison  and  discussion  of  facts 
acquired  in  the  preparation  of  the  lesson.  At  the  beginning  of  the 
recitation  a  topic  should  be  named  and  the  pupil  required  to  recite 
upon  it  without  question  or  comment  from  the  teacher.  Such  a 
method,  if  persisted  in,  will  inevitably  develop  fluency  and  readiness  of 
expression.  Teachers  ask  too  many  questions— questions  that  seri 
ously  interfere  with  the  flow  of  thought  and  with  its  free  expres 
sion.  Such  interference  is  without  doubt  the  most  serious  defect 
of  the  average  recitation.  The  best  work  lies  in  helping  the  pupil 
to  get  definite  ideas  and  then  to  give  these  ideas  clear  expression 
in  well-connected  sentences.  He  will  thus  acquire  more  available 
knowledge  and  better  mental  training  through  the  acquisition  of  this 
knowledge.  In  other  words,  the  language  faculty  and  the  logical 
faculty  will  each  receive  good  training. 

History,  when  well  taught,  appeals  not  merely  to  memory ;  it 
appeals  to  the  understanding  and  the  reason.  Hence  the  pupils 
should  be  required  to  prepare  a  written  question  on  every  lesson. 
The  value  of  this  simple  device  in  leading  them  to  note  the  work 
ing  of  cause  and  effect  cannot  easily  be  measured.  If  pupils 
have  not  been  trained  to  ask  such  questions  they  may  at  first  be 
diffident  about  it.  They  will  also  ask  questions  that  call  for  yes 
or  no  or  for  single-word  answers.  With  a  little  judicious  help,  how 
ever,  they  will  soon  begin  to  ask  searching  questions  that  will 
stimulate  the  interest  of  the  entire  class. 

Furthermore,  it  is  a  good  plan  to  require  pupils,  on  finishing  the 
review  of  a  chapter  or  period,  to  make  out  a  set  of  test  questions 
for  the  class  to  answer.  These  questions  will  themselves  prove  to 
be  a  pretty  good  measure  of  the  kind  of  thought-work  done  by  the 
pupils.  After  trying  this  plan  for  years  the  author  heartily  recom 
mends  it. 

The  pupils'  questions  used  in  recitations — and  sometimes,  espe 
cially  on  review,  the  entire  recitation  period  may  be  devoted  to 
their  discussion — will  call  forth  many  differences  of  opinion.  At 
such  times  the  teacher  will  do  well  to  encourage  freedom  in  the 
expression  of  these  differences  and  will  by  all  means  refrain  from 
making  known  his  own  views  until  he  has  given  the  members  of 
the  class  an  opportunity  to  reach  a  conclusion.  There  need  be  no 
haste  about  settling  the  question.  It  can  well  afford  to  wait — 
sometimes  for  weeks.  Of  course  this  work  is  with  children  whose 
minds  are  immature.  They  will  often  reach  crude  and  even  errone 
ous  conclusions  ;  but  in  so  doing  they  receive  wholesome  discipline 

XV 


TO  THE   TEACHER 


Debates 
and  their 
value. 


Five- 
minute 
written 
exercises. 


Sugges 
tions  on 
formal 
written 
work. 

Close 

connection 

between 

geography 

and 

history. 


Every 
event  to  be 
located  on 
the  map. 


The  value 
of  the 
pictures. 


and  make  some  growth  in  the  habit  of  weighing  and  comparing 
facts. 

The  questions  and  discussions  during  the  recitation  period  will 
furnish  good  preparation  for  the  debates  suggested  here  and  there  in 
the  notes  "  To  the  Pupil."  A  comparatively  small  number  are  mem- 
tioned,  but  many  others  are  suggested,  not  only  in  the  notes  but  in 
the  facts  of  the  text.  A  comparison  of  men  and  measures  should 
always  call  forth,  in  a  well-trained  class,  different  points  of  view 
and,  therefore,  differences  of  opinion.  Formal  debates,  with  chosen 
leaders,  test  the  extent  and  accuracy  of  the  pupil's  knowledge, 
train  him  to  look  at  all  sides  of  a  question  before  making  up  his 
mind,  and  help  him  to  give  clear  expression  to  his  views. 

For  accuracy  and  definiteness  of  thought,  frequent  five-minute 
written  exercises  on  some  topic  of  the  lesson  should  be  given.  Such 
exercises  will  test  the  teacher's  work  quite  as  much  as  the  pupil's. 

Out  of  the  abundance  of  material  for  language-work  only  a  little 
can  here  be  mentioned.  The  notes  "  To  the  Pupil "  suggest  much 
more.  Biographical  sketches  of  eminent  men,  in  which  the  per 
sonal  characteristics  receive  emphasis,  will  promote  a  better  in 
sight  into  the  working  of  moral  forces.  The  sketches  may  often 
take  the  form  of  impersonations  and  thus  be  made  a  decided  stimu 
lus  to  the  imagination.  A  more  formal  kind  of  written  work  may 
consist  of  compositions  written  on  subjects  for  special  investigation. 
Such  work  will  best  be  done,  of  course,  in  connection  with  a  period 
or  chapter  that  has  been  carefully  studied. 

In  the  Preface  mention  has  been  made  of  the  attempt  to  connect 
closely  geography  and  history.  In  all  probability  too  much  empha 
sis  will  not  be  laid  upon  such  connection.  To  aid  the  pupil  in  see 
ing  this  connection,  every  event  should  be  located  on  the  map,  not 
only  in  preparing  the  lesson,  but  also  In  reciting  it.  Wall  maps  or 
blackboard  maps  are,  of  course,  necessary ;  but,  in  addition  to  these, 
pupils  should  have  progressive  outline  maps,  such  as  are  now  pre 
pared  by  many  publishers.  If  for  any  reason  these  outline  maps 
cannot  be  secured,  the  pupils  can  draw  their  own  and  fill  in  the 
places  and  events  referred  to  in  the  text.  No  lesson  should  be  prepared 
without  a  constant  reference  to  maps.  The  maps  in  this  book  contain  no 
useless  matter.  The  aim  has  been  to  put  into  them  only  that  which 
will  help  the  pupil  to  understand  the  text. 

The  liberal  use  of  beautiful  illustrations  throughout  the  book  has 
the  same  purpose  in  view.  It  would  be  well  to  aid  the  pupils  to 
examine  these  illustrations  with  care. 

In  the  notes  "  To  the  Pupil "  special  reference  is  made  again 
and  again  to  dates  indicating  great  landmarks.  These  dates  should 
be  learned  with  strict  accuracy  and  should  be  repeatedly  reviewed 
as  a  sort  of  "multiplication  table  of  history."  Around  these  sig- 


TO  THE  TEACHER 


Dates 

indicating 
great  land 
marks  to 
be  accu 
rately 
learned. 


Prepara 
tory  work 
for  the 
study  of  a 
period. 


The  pupil 
to  make 
outhisown 
review- 
outlines. 


Impor 
tance  of 
freshness 
and  va 
riety  In  re 
view  work. 


l  he  best 
review 
leads  to  a 
clearer 
knowledge 
of  historic 
develop 
ment. 


nificant  dates  should  be  grouped  the  less  important  ones.  Believing 
this  to  be  a  matter  of  serious  import,  the  author  has  made  in  the 
notes  "To  the  Pupil"  many  suggestions  about  dates.  Rightly 
used,  they  are  of  the  first  importance,  because  they  lead  to  a  knowl 
edge  of  the  meaning  of  history.  From  one  point  of  view  events  are 
causes ;  from  another,  effects.  But,  however  regarded,  they  occur  in 
time,  and  a  clear  understanding  of  their  logical  relations  demands 
an  acquaintance  with  their  chronological  relations.  But  only  the 
great  landmarks  need  be  known  with  absolute  accuracy 

Perhaps  the  best  way  to  use  dates  in  the  class-room  is  to  make 
them  serve  in  giving  perspective  in  review  work.  Before  taking  up 
the  serious  study  of  a  chapter  or  period  it  is  a  good  plan  either  to 
read  it  over  with  the  class  or  at  any  rate  to  pass  over  it  rapidly,  with 
the  purpose  of  getting  a  general  view  of  it.  The  pupils  are  then 
prepared  to  study  with  intelligence,  because  they  can  better  see 
causal  connections.  As  the  following  paragraphs  indicate,  the 
author  believes  in  a  variety  of  review  work  ;  but  whatever  may  be 
the  character  of  the  review,  the  preparatory  work  for  it  is 
extremely  valuable. 

In  the  notes  "  To  the  Pupil "  are  found  suggestions  on  mak 
ing  topical  analyses  which  are  useful  in  reviews.  Topical  anal 
yses,  Judiciously  used,  are  excellent,  but  they  are  of  most  value 
when  made  out  by  the  pupil  himself.  He  can  easily  prepare  a  topical 
analysis  for  any  chapter — by  arranging  in  order  the  headings  and 
sub-topics  of  paragraphs.  By  making  the  review-outline  for  him 
self,  he  will  derive  much  more  benefit  than  he  would  from  a  printed 
outline  arranged  for  him.  For  a  similar  reason  the  pupil  should  make 
out  his  own  charts.  In  the  notes  may  be  found  suggestions  on  chart- 
making  also. 

To  give  the  review  freshness  and  variety,  however,  something 
more  than  charts  and  topical  analyses  is  required.  If  the  purpose 
is  to  fix  in  mind  important  dates,  the  review  may  be  chronological. 
Certain  dates  may  be  assigned  and  the  class  required  to  connect 
with  each  an  important  event.  The  review  may  be  biographical. 
In  this  case  noteworthy  events  may  be  associated  with  the  names 
of  men.  It  may  be  geographical,  when  the  association  of  events  is  to 
be  with  places. 

But  these  kinds  of  reviews  are,  as  a  rule,  somewhat  fragmentary. 
The  best  review  should  lead  to  a  clearer  knowledge  of  historic  de 
velopment.  With  this  purpose  in  mind  such  large  subjects  as 
slavery,  growth  toward  Union,  the  Indian  question,  and  progress  in 
means  of  transportation  may  be  selected.  By  studying  each  one  of 
these  larger  subjects  by  itself,  the  learner  can  give  his  entire  atten 
tion  to  a  single  group  of  topics  without  the  distraction  and  confu 
sion  which  result  from  studying  parts  of  several  groups  at  the  same 


TO  THE  TEACHER 


A  geo- 

graphical 

grouping 

sometimes 

better  in 

reviews. 


The  ethical 
value  of 
studying 
represen 
tative 
men. 


time,  as  must  be  done  when  the  events  of  a  period  are  taken  up  in 
strictly  chronological  order.  Such  reviews  are  repeatedly  suggested 
in  the  notes  "To  the  Pupil."  It  is  hardly  necessary  to  remind 
the  teacher  that,  in  reviewing,  the  index  can  be  made  very  service 
able.  Children  should  be  trained  to  use  the  index,  even  in  their 
everyday  work ;  but  if  in  addition  they  are  trained  to  use  it  in  re 
viewing  they  will  get  valuable  suggestions  on  the  intelligent  hand 
ling  of  books. 

Sometimes  it  is  difficult  for  the  teacher  to  decide  on  what  basis 
to  group  topics  in  a  period  or  chapter.  For  instance,  in  teaching 
the  Civil  War  shall  the  grouping  be  chronological  or  geographical  ? 
In  either  case  there  are  advantages  and  disadvantages.  For  the  ad 
vance  the  grouping  may  be  made  on  the  basis  of  chronology,  but  for 
the  review  a  geographical  grouping  is  much  clearer.  For  example, 
after  the  Union  plan  is  matured  (1862)  all  the  battles  for  the  open 
ing  of  the  Mississippi  should  be  taught  in  a  single  group.  The 
same  should  be  done  for  the  capture  of  Richmond,  and  so  on. 

As  suggested  in  the  preface,  the  moral  element  is  of  surpassing 
importance  in  history.  Therefore  emphasis  should  be  given  to  per 
sonal  force.  Certain  men  are  leaders  because  they  represent  in 
themselves  the  best  characteristics  of  the  people  they  lead.  The 
boy  has  no  special  interest  in  these  characteristics  as  they  find  ex 
pression  in  a  whole  people,  but  he  has  deep  interest  in  them  as 
they  find  expression  in  a  distinguished  man.  By  studying  these 
distinguished  men,  by  finding  out  what  they  felt  and  thought  and 
believed,  the  pupil  will  get  at  the  true  meaning  of  history,  for  the 
motives  and  ideals  of  great  leaders  reveal  the  motives  and  ideals 
that  inspired  the  people. 


xviii 


CONTENTS 


DISCOVERY   OF   AMERICA 
I.    DISCOVERY  OF  AMERICA,    . 


CHAPTER  pAGE 


EXPLORATION   AND   COLONIZATION 

II.  SPAIN  IN  THE  NEW  WORLD I3 

III.  ENGLAND  IN  THE  NEW  WORLD,      .        .  20 

IV.  THE  ENGLISH  IN  VIRGINIA  AND  MARYLAND  (1607-1689),  28 
V.  THE  PILGRIMS  AND  PURITANS  IN  MASSACHUSETTS  AND 

CONNECTICUT  (1620-1689), 42 

VI.  THE    DUTCH    IN    NEW  YORK   AND   THE    QUAKERS   IN 

PENNSYLVANIA  (1609-1689), 63 

VII.    LIFE  AMONG  THEN  INDIANS 75 

VIII.   EARLY  INDIAN  WARS 84 

IX.   FRENCH  EXPLORATIONS, 87 

X.  THE  LAST  FRENCH  WAR 93 

XI.   LIFE  IN  THE  COLONIES  AT  THE  CLOSE  OF  THE  FRENCH 

AND  INDIAN  WARS I0$ 

XII.   GROWTH  TOWARD  UNION  IN  THE  COLONIES,  .        .        .118 

THE    REVOLUTION,   THE   CONFEDERATION,    AND    THE 
FEDERAL   UNION 

XIII.  THE  REVOLUTION I2c 

XIV.  THE  BREAKDOWN  OF  THE  CONFEDERATION  AND  THE 

FORMATION  OF  THE  CONSTITUTION  (1781-1789),      .     185 
XV.  THE    NEW    STRUGGLE  FOR    POLITICAL   INDEPENDENCE 
AND  THE  GROWTH  OF  NATIONAL  FEELING  (1789- 

I829 194 

xix 


xx  CONTENTS 

CHAPTER  PAGE 

XVI.  JACKSONIAN  DEMOCRACY  AND  THE  WEST  (1829-1841),   .  250 

XVII.   THE  SLAVERY  QUESTION  (1841-1859) 267 

XVIII.   SECESSION  AND  THE  CIVIL  WAR  (1860-1865),  .        .        .298 

RECONSTRUCTION  AND   THE    NEW  UNION 

XIX.   RECONSTRUCTION  DAYS  (1865-1871) 356 

XX.   THE  NEW  SOUTH  (1877-        ), 365 

XXI.   THE  NEW  WEST  (1865-       ), 372 

XXII.    THE  NEW  UNION  (1865), 382 

XXIII.  THE  SPANISH-AMERICAN  WAR  AND  RECENT  EVENTS,   .  410 

XXIV.  SOME  SOCIAL,  ECONOMIC,  AND   POLITICAL  CONDITIONS 

AND  PROBLEMS  OF  THE  PRESENT,      ....  425 

APPENDICES 

A.  THE  DECLARATION  OF  INDEPENDENCE 437 

B.  A  CHART  ON  THE  CONSTITUTION 441 

CONSTITUTION  OF  THE  UNITED  STATES 442 

C.  TABLE  OF  STATES  AND  TERRITORIES 456 

D.  PRESIDENTS  OF  THE  UNITED  STATES, 458 

INDEX, 459 


LIST  OF  ILLUSTRATIONS 

FAGS 

George  Washington, Frontispiect 

A  Ship  of  the  Norsemen,      .....  ....         2 

Christopher  Columbus,         •••,,......         3 

The  Nina,  .....         0          .......         4 

The  Pinta,  .         .  .  ....         4 

The  Santa  Maria,        •".........         5 

Sebastian  Cabot,  ...........         8 

Columbus  at  the  Court  of  Ferdinand  and  Isabella  after  his  Return  from  the 

New  World, facing  page        8 

Americus  Vespucius, 9 

Cortez, 13 

Old  Spanish  Mission,  New  Mexico,  Built  1604,    .         .         .         .         .         .14 

Spanish  Gateway,  St.  Augustine,  Florida,    .         .         .         .         .         .         .14 

Balboa, Ig 

Fernando  de  Soto,         .  .16 

Queen  Elizabeth,          .......  ...       20 

Sir  Walter  Raleigh  and  Autograph,       ...  ....       21 

The  Destruction  of  the  Spanish  Armada,       .  22 

Philippe  II.,  King  of  Spain,  1527-1598,        .         .         .         .         .         .         ,23 

An  Indian  Village  at  Roanoke,     .  ....       24 

English  Explorers  Bartering  with  Indians  for  Land, 25 

Queen  Elizabeth's  Signature,         .........       27 

Signature  of  James  I., .         .       28 

Ruins  of  Old  Church  at  Jamestown,      ..•....«       30 

Captain  John  Smith,    ...........       31 

Tobacco-plant,      .......*....       34 

A  Wild  Dash  for  Life, 35 

George  Calvert  (Lord  Baltimore), 38 

A  Maryland  Shilling 39 

A  Puritan,  . 42 

Oliver  Cromwell, 43 

The  Mayflower,   ............46 

A  Chest  which  came  over  in  the  Mayflvwer, 47 

Myles  Standish, 48 

Pilgrim  Types,     .         , 49 

Myles  Standish's  Bill  of  Expenses  after  his  Visit  to  the  Indians,   ...       50 

xxi 


xxii  LIST  OF  ILLUSTRATIONS 

PAGE 

Hooker's  Emigration  to  Connecticut,    .....        facing  page  50 

Gov.  John  Winthrop,  ...         ........  51 

First  Church  at  Salem, ....  54 

Facsimile  of  Opening  Lines  of  the  Massachusetts  Charter,    .         .         .          56-57 

Sir  Edmund  Andros,    ...........  58 

The  Charter  Oak, 60 

A  Dutch  Officer  of  the  Seventeenth  Century, 64 

A  Group  of  Seventeenth  Century  Dutchmen,         ......  65 

The  Earliest  Picture  of  New  Amsterdam,     .......  66 

Henry  Hudson's  Half  Moon  on  the  Hudson,        ......  67 

An  Early  Dutch  Man  of  War 69 

William  Penn, 70 

Penn's  Treaty  with  the  Indians,    ......        facing  page  70 

An  Indian  Camp,          ...........  76 

Wampum  received  by  Penn  from  the  Indians,        ......  77 

Indian  Whip  (Quirt),  War-Club,  and  Hunting-Arrow, 78 

Indian  Snow-shoes  and  Pappoose-case,          .......  79 

Totem  of  the  Five  Nations, .         .         .80 

Totem  of  the  Illinois, 80 

Totem  of  the  Sioux, 81 

Totem  of  the  Hurons,           ..........  81 

Carved  Pipes  from  an  Indian  Mound,  ........  82 

Big  Elephant  Mound,            ..........  83 

Indians  Carrying  Canoes  over  a  Portage, 85 

French  Soldiers  of  the  Time  of  the  French  Exploration 88 

Samuel  Champlain,       ...........  89 

La  Salle  Claiming  for  France  all  the  Territory  through  which  the  Missis 
sippi  and  its  Tributaries  Flowed,        ....        Jacing page  90 

Robert  Cavalier  De  La  Salle, 91 

French  Soldiers  and  Officers  of  the  Time  of  the  French  War,        ...  95 

Quebec  in  1730, 97 

General  Braddock's  Troops  in  an  Indian  Ambuscade,    .         .        facing  page  98 

Maj.-Gen.  James  Wolfe, 101 

Marquis  de  Montcalm,          ..........  102 

Puritans  Going  to  Church,  .                   108 

A  Wanton  Gospeller, no 

The  Pillory, 112 

Colonial  Relics, 113 

Early  New  Amsterdam,    Showing  Costumes,  Amusements,   and  Architec 
ture,  • ii4-"5 

Old  Spinning-wheel,    .         .         .         .         .         .         «         •         •         «         •  H7 

Title-page  of  "Poor  Richard's  Almanac,"    .......  I2O 

John  Hancock  House,  Boston,  Mass.,           .......  126 

James  Otis, 127 


LIST  OF  ILLUSTRATIONS  xxiii 

PAGE 

A  Royal  Stamp, 128 

Faneuil  Hall,  Boston,  Mass., 129 

Old  State  House,  Boston,  Mass., .         .130 

Patrick  Henry, 131 

The  "  Boston  Massacre,"     ......         •        .         .         .     133 

Old  South  Church,  Boston, 135 

St.  John's  Church,  Richmond,  Va.,      ........     137 

The  Fight  on  Lexington  Common,  April  19,  1775,         •         •        facing  page     138 

Old  North  Church,  Boston,  Mass., 140 

The  Retreat  from  Concord,  .......        facing  page     140 

The  Battle  of  Bunker  Hill, facing  page     142 

The  Washington  Elm  at  Cambridge,    ........      144 

The  Craigie  House,  Washington's  Headquarters  at  Cambridge  (afterward  the 

residence  of  Longfellow),  .........     146 

Samuel  Adams,    ............     149 

Independence  Hall,  Philadelphia,  Pa.     Chestnut  Street  Front,      .         .         .150 
Signing  the  Declaration  of  Independence,     ....        facing  page     150 

The  Jumel  Mansion,  New  York  City,  Washington's  Headquarters,        .         .153 
John  Burgoyne,   ............     159 

Lafayette,    .............      160 

Benjamin  Franklin,       .         .         .         .         .         .         .         .         .         .         .162 

The  Attack  on  the  Chew  House,  Germantown,     .         .         .        facing  page     164 
A  Revolutionary  Gun,         .         .          .         .         .         .         .         .         .         .168 

A  Revolutionary  Flint-lock  Pistol, 1 68 

Clark  on  the  way  to  Kaskaskia, 1 70 

John  Paul  Jones,         .         .         .         .         .         .         .         .         .         .         .172 

The  Bonhomme  Richard  and  the  Serapis,      .         .         .         .         .         .  1 73 

The  Escape  of  Benedict  Arnold, 178 

Nathaniel  Greene, 180 

Washington  Firing  the  First  Gun  at  the  Siege  of  Yorktown,         facing  page     180 

Nelson  House,  Yorktown,  Va., 182 

Three  Shilling  Massachusetts  Bill  of  1741, 186 

Celebrating  in  New  York  the  Adoption  of  the  Constitution,   ....     189 
Washington's  Mansion — South  and  West  Fronts — Mt.Vernon,  Va.,       .         .      196 

Washington's  Bedroom,  Mt.  Vernon,  Va., 197 

Servants'  Quarters,  Mt.  Vernon,  Va., I98 

A  Mail  Carrier 199 

A  Fast  Mail— 1876 199 

A  Twentieth  Century  Flyer,         .         .         .         .         ,         .         •         •         •     1 99 

John  Jay, 200 

How  Washington  Signed  his  Name  at  Various  Ages,  .  .         .         .         .201 

Alexander  Hamilton, 202 

A  Primitive  Cotton-gin, 2O4 

Whitney's  First  Cotton-gin, 3°5 


xxiv  LIST  OF  ILLUSTRATIONS 


John  Adams,        ...........  209 

School-house  where  Thomas  Jefferson  Received  his  Early  Education,   .  214 

Monticello,  the  Home  of  Jefferson,       .         .         .         .         .         .         .         •  21$ 

Thomas  Jefferson,        .         .         .         .         .         .         .         .         .         .  216 

A  Pack-horse, 217 

A  Hand  Corn-mill, 217 

A  Sweep-mill, 218 

Breaking  Flax, 218 

An  Ohio  River  Flatboat, 219 

Early  Settlers  Crossing  the  Plains facing  pagl  220 

Lewis's  First  Glimpse  of  the  Rockies, facing pagl  222 

James  Madison,  ............  228 

American  Seamen  Boarding  the  Frolic,          ....        facing pagi  232 

Old  State  House,  where  the  Hartford  Convention  Met,         ....  237 

James  Monroe,    .........•••  241 

Henry  Clay,  "  The  Great  Peacemaker," 244 

John  Quincy  Adams,  the  Anti-slavery  Statesman, 246 

Andrew  Jackson,          ....         .         ...         ...  2^1 

John  C.  Calhoun,  the  Defender  of  Slavery  and  State  Rights,          .         .         .253 

Daniel  Webster, 255 

The  Boston  &  Worcester  Railroad  in  1835, 257 

The  Baltimore  &  Ohio  Railroad,  1830-35, 258 

A  Mohawk  &  Hudson  Car  of  1831, 260 

A  Railway  Coach  of  1830, 261 

Martin  Van  Buren, 262 

William  Henry  Harrison 268 

John  Tyler, 269 

Facsimile  of  the  Heading  of  Garrison's  Paper,      ......  272 

James  K.  Polk, 275 

The  Storming  of  Chapultepec, .         .         .276 

Sutler's  Mill,  where  Gold  was  first  found  in  California,         .         .                   .  27* 

Zachary  Taylor, 28<? 

Modes  of  travel  in  the  West.     An  Old  Stage  Coach  and  Prairie  Schooner,     .  282 

Millard  Fillmore, 283 

Fugitive  Slave  Advertisements, 284 

Harriet  Beecher  Stowe, •         -285 

Franklin  Pierce, .         .  286 

Charles   Sumner, 289 

Old  Plantation  Days, .292 

James   Buchanan, 294 

Last  Moments  of  John  Brown, 296 

Abraham  Lincoln, 3°° 

Lincoln's  Birthplace,     .                   3O1 

Jefferson  Davis, 3°3 


LIST  OF  ILLUSTRATIONS  xxv 

PAGE 

Interior  of  Fort  Sumter  after  the  Bombardment  in  1863,        .         „         .         .  306 

Long  Bridge  Across  the  Potomac  at  Washington,  D.  C.,                 ,         .         ,  308 

George  B.  McClellan,           ..........  309 

Deck  of  the  Monitor,    .         .         .         .         .         .         .         .         .         .         .312 

The  Battle  between  the  Monitor  and  the  Merrimac,       .         .        facing  page  314 
Parapet  at  Fortress  Monroe,         .         .         .         .         .         .         .         .         .316 

Grant's  "  Unconditional  Surrender "  Letter,         .         .         .         .         .         .  317 

A  Mortar  Battery  in  front  of  Yorktown,        .         .         .         .         .         .         .321 

A  Federal  Battery  in  the  Field,    .         .         .         .         .         .         .         .         .323 

Robert  E.  Lee,    ............  324 

Fugitive  Negroes  Fording  the  Rappahannock,       ......  326 

Thomas  J.  ("  Stonewall  ")  Jackson,      ........  327 

George  G.  Meade,        ...........  329 

The  First  Reading  of  the  Emancipation  Proclamation,           .         .         .          .  331 

A  Federal  Cavalry  Camp — Winter  Quarters           ......  332 

George  H.  Thomas,  "  the  Rock  of  Chickamauga," 333 

General  Grant  and  Staff  on  Point  Lookout,  1863,           .....  334 

General  U.  S.  Grant, 337 

Building  a  Pontoon  Bridge, 338 

Philip  H.  Sheridan,     ...         ......          .         .  339 

Destroying  a  Railroad  at  Atlanta,  Ga.,          .......  340 

William  T.  Sherman,   ...........  34! 

David  Glasgow  Farragut,     ..........  343 

Farragut  in  Mobile  Bay,       .......        facing  page  344 

A  Council  of  War  at  Massaponax  Church, 347 

The  Surrender  of  Lee  to  Grant  at  Appomattox,     .         .         .        facing  page  348 

A  Sanitary  Commission  Lodge  near  Alexandria,  Va.,    ....  351 

Andrew  Johnson,         ...........  357 

A  Ku-klux  "  Warning "  in  Mississippi,        .......  362 

Rutherford  B.  Hayes, 366 

Eads  Bridge  over  the  Mississippi  at  St.  Louis,      ......  367 

A  Cotton  Press  Yard,  New  Orleans, 368 

A  Sugar  Plantation, 369 

State  Buildings,  Atlanta,  Ga., 370 

Bennett  Avenue,  Cripple  Creek,  Colorado,  .         .         .         .         .         .         •  374 

A  Cripple  Creek  Mine, 375 

A  Reaper, 376 

A  Thresher, 377 

Indian  Warfare  in  the  West facing  page  378 

Artesian  Well  System,  Riverside,  Cal.      An  Aerator  in  foreground,       .         -379 

An  Irrigated  Orange  Grove,  Riverside,  Cal., 380 

A  Midship  View  of  the  Great  Eastern,  showing  one  of  the  Paddle  Wheels 

and  the  Launching  Gear,   .........  383 

Samuel  F.  B.  Morse's  Original  Model  of  the  Telegraph  Instrument,      .         .  384 


xxvi  LIST  OF  ILLUSTRATIONS 

PAGE 

R.  F.  T.  Allen's  Original  Model  of  the  Typewriter, 385 

Alexander  Graham  Bell's  Original  Model  of  the  Telephone  Receiver  and 

Transmitter, 386 

Elias  Howe's  Original  Model  of  the  Sewing  Machine,  .....  387 

Opening  Day  at  the  Philadelphia  Centennial,  1876, 388 

Samuel  J.  Tilden, 389 

James  A.  Garfield, 390 

Supreme  Court  Room,  Capitol,  Washington,  D.  C.,  .  .  .  .  .  391 

Chester  A.  Arthur,  .  .  .  . 392 

Grover  Cleveland,        ...........  393 

Brooklyn  Bridge.  One  of  the  largest  suspension  bridges  in  the  world,  .  .  394 

The  Statue  of  Liberty  in  New  York  Harbor, 396 

Senate  Chamber,  Washington,  D.  C 398 

Hall  of  the  House  of  Representatives,  Washington,  D.  C.,  .  .  .  .  399 

James  G.  Elaine, 400 

The  New  Battleship  Maine, 401 

Benjamin  Harrison,  ...........  402 

At  the  World's  Fair, facing  page  402 

William  McKinley, 4°4 

The  Inauguration  of  William  McKinley,  .......  406 

The  Wreck  of  Cervera's  Flagship  Colon, 410 

W.  S.  Schley, 4" 

George  Dewey, 412 

Shipping  and  Docks,  Pasig  River,  Manila, 413 

United  States  Troops  Landing  at  Baiquiri,  Cuba, 415 

The  Palace  at  Santiago  on  which  the  American  Flag  was  raised  when  the 

American  troops  took  possession, 416 

Theodore  Roosevelt, 41 7 

W.  T.  Sampson, 418 

Nelson  A.  Miles, 420 

Native  Tagalo  Children,  Malabon, 421 

A  Crowded  Street  in  a  Tenement  District,  .  .  .  .  .  -  •  425 
Transportation  in  a  Large  City,  showing  Elevated  Road,  Surface  Line  and 

Subway, 426 

New  Steel  Tower  Bridge  Across  the  East  River,  New  York,  .  .  .  427 

Washington  Irving,  ...........  428 

James  Fenimore  Cooper, 428 

W.  C.  Bryant 429 

Nathaniel  Hawthorne, 429 

Ralph  Waldo  Emerson 43<> 

John  Greenleaf  Whittier, 43° 

The  Louisiana  Purchase  Exposition,  St.  Louis,  1904.  One  of  the  Bridges 

and  Lagoons,  with  the  Palace  of  Education, 43  * 

The  Capitol,  Washington,  D.  C., •  432 


LIST  OF  MAPS 

PAGE 

The  World  as  Known  in  the  Time  of  Columbus, 7 

English  and  Spanish  Explorers  in  America, IO 

Routes  of  Narvaez,  De  Soto,  and  Ponce  de  Leon, 17 

The  United  States  as  it  was  in  1650,     ....       between  pages  28  and  29 
Plymouth  and  London  Grants,  1 606,  ....  29 

England  and  Holland,  . .       45 

New  England, •       53 

Province  Ruled  over  by  Sir  Edmund  Andros,  1688, 59 

Colonies  between  Potomac  and  Hudson  Rivers,    .         .         .         .         .  71 

Routes  of  Champlain,  Marquette,   and  La  Salle— also  English  Possessions, 

French  and  Spanish  Claims,       ....       between  pages  88  and  89 

Quebec  and  Vicinity,     .  ........     100 

Results  of  the  French  and  Indian  War,         .         .         .  .         .         .107 

Boston  and  Vicinity,     ...........     143 

New  York  and  Vicinity, 151 

Washington's  Retreat  across  New  Jersey,    .         .         .  .         .         .155 

Burgoyne's  Invasion  and  Howe's  Capture  of  Philadelphia 161 

War  in  the  South  and  the  Northwest  Territory, 171 

Scene  of  Arnold's  Treason,  .         .         .         .         .         .         .         .         .177 

North  America  at  the  Close  of  the  Revolution,      .  between  pages  182  and  183 

Louisiana  Purchase  and  Lewis  and  Clark  Route, 221 

War  of  1812, between  pages  234  and  235 

Oregon  Country,  .........  .270 

Area  in  Dispute  at  Time  of  Mexican  War,     ....        facing  page     274 

The  Mexican  Cession,  Gadsden  Purchase,  etc.,      .         .        .        facing  page    280 

Acquisition  of  Territory, facing  page    294 

The  First  and  Second  Secession  Areas,          .         .  between  pages  304  and  305 

Campaigns  in  the  West,  1862-63, 318 

Virginia  Campaigns  and  McClellan's  Route,  ....  .     320 

The  Battle  of  Gettysburg 328 

Vicksburg  and  Vicinity, 330 

Chattanooga  and  Vicinity, .335 

Sherman's  March  to  the  Sea, 342 

Cuba, 414 

Porto  Rico, 410 

The  United  States  in  1900, between  pages  420  and  421 

Philippine  Islands 422 


xxvii 


HISTORY   OF  THE   UNITED   STATES 
Discovery  of  Hmerica 

CHAPTER   I 

DISCOVERY   OF  AMERICA 

REFERENCES:  Scribner's  Popular  History  of  the  United  States,  I.; 
Wright's  Children's  Stories  in  American  History;  Richardson's  History  of 
Our  Country;  Coffin's  Old  Times  in  the  Colonies;  Eggleston's  Household 
History;  Bancroft's  United  States,  I.;  Andrews's  United  States,  I. 

OUTSIDE  READINGS :  Irving' s  Columbus ;  Prescott's  Ferdinand  and  Isa 
bella;  Winsor's  Columbus;  Fiske's  Discovery  of  America;  Towle's  Heroes 
of  History  (Marco  Polo ;  also  Vasco  Da  Gama) ;  Brooks's  The  Story  of  Marco  Polo. 

1.  European   Trade   with   Asia   in   the  Fifteenth    Cen 
tury. — For  many  hundred  years  there  had    been  more  or 
less  trade  between  the  people  of  Europe  and  Asia.     Silks, 
spices,  and  precious  stones  had  been  brought  by  ships  and 
caravans  from  India,  China,  and  Japan,  enriching  the  cities 
of  southern   Europe.     Genoa  and  Venice,   especially,  had 
been  made  rich  by  this  eastern  trade,  which  continued  to 
grow  until  1453,  when  the  Turks  conquered  Constantinople. 
This  was  thirty-nine  years  before    Columbus    discovered 
America.     At  this  time  European  vessels  on  the  Mediter 
ranean  Sea  were  no  longer  safe  from  the  attack  of  these 
fierce  and  warlike  people.    Therefore  Europe  began  to  look 
for  another  and  safer  route  to  the  Indies. 

2.  Aids  to  Discovery. — Three  inventions  which  had  re 
cently   come  into  practical  use  had   made    discovery   less 
difficult   than   it   had    ever   been    before,     (i)    Gunpowder 
made  easier  the   conquest  of  uncivilized  peoples;  (2)  the 


HISTORY   OF   THE   UNITED   STATES 


A    SHIP    OF    THE    NORSEMEN. 
Remains  of  a  inking  sJiip  and  a  sketch  showing  steering  board. 

mariner's  compass  encouraged  the  sailor  to  venture  far  out 
into  the  sea;  (3)  and  the  printing-press  spread  abroad  the 
knowledge  of  new-found  lands.  Men  were  full  of  curiosity, 
and  the  more  they  learned  the  more  they  wished  to  know. 
With  this  burning  desire  for  knowledge  went  hand  in  hand 
the  spirit  of  adventure.  There  was  a  longing  to  go  into 
distant  lands,  to  perform  great  deeds,  and  to  bring  home 
gold  and  jewels.  In  these  far-away  lands  men  thought 
they  should  find  honor,  wealth,  and  fame. 

3.  Portugal  Leads  in  Discovering  an  Eastern  Route. 
—  PortugaJ  is  to-day  a  very  unimportant  country.  At  the 
time  when  men  were  trying  to  find  a  safe  water  route  to 
the  Indies,  she  was  one  of  the  great  powers  of  the  world. 
She  was  the  leader  in  many  adventures  and  discoveries 
reaching  through  a  period  of  two  centuries.  Early  in  the 
fifteenth  century,  Portuguese  vessels  and  seamen  were 
slowly  and  cautiously  skirting  the  coast  of  Africa,  and  alter 
seventy  years  of  brave  struggle  they  found  the  Cape  of 
Good  Hope.1  Portugal  had  at  this  time  many  vessels  and 

1  Diaz  reached  the  southern  point  of  Africa  in   1487  and  called  it  the  Cape  of 
Storms.      It  was  afterward  significantly  named  the  Cape  of  Good  Hope. 


DISCOVERY   OF   AMERICA 


CHRISTOPHER    COLUMBUS. 
From  a  portrait  by  A  ntonio  Van  Moor  painted  in  1342.     By  permission  of  Charles  F.  Gunther. 

seamen,  and  was  the  first  country  to  find  a  new  route  to 
the  Indies. 

4.  Plans  of  Columbus. — In  the  meantime  Christopher 
Columbus,  in  common  with  some  learned  men  of  his  time, 
had  decided  that  the  eastern  coast  of  Asia  could  be  reached 
by  sailing  westward  across  the  Atlantic.  Columbus 
thought,  also,  that  Asia  was  no  farther  from  Europe  on 
the  west  than  we  now  know  America  to  be.  He  thought 
the  East  Indies  were  directly  west  from  the  Canary  Islands. 
This  being  so,  the  easiest  way  of  reaching  China,  India,  and 
Japan  would  be  to  sail  down  to  the  Canaries,  and  from 
them  straight  across  the  Atlantic  in  a  westerly  direction. 
To  us,  with  our  knowledge,  all  this  seems  simple  and  nat 
ural  enough,  but  it  was  not  so  then.  Men  knew  little  of 
the  world  outside  of  their  own  country.  Sailors  were  afraid 
to  venture  upon  the  trackless  ocean,  or  Sea  of  Darkness,  as 


HISTORY   OF  THE  UNITED   STATES 


Difficulties  of 
Columbus. 


they  called  the  Atlantic,  where  death  seemed  likely  to  meet 
them.  Moreover,  practical  difficulties  stood  in  the  way. 
Such  an  enterprise  would  require  the  equip 
ment  of  vessels  at  much  expense.  Money 
and  influence  were  essential.  Columbus  had  neither,  but  he 
was  eager  to  fit  out  an  expedition.  He  went  with  his  plans 
to  his  native  city,  Genoa,  and  then  to  Portugal  and  Spain. 

He  sent  his  brother  to  Eng 
land  and  to  France.  Then  he 
went  to  Spain  again.  He  was 
nowhere  successful.  Some 
thought  he  was  an  idle  dream 
er,  and  others  that  he  was  a 
madman.  But  he  never  de 
spaired,  because  he  had  faith 
in  himself  and  believed  also 
that  his  work  was  under  the 
special  direction  of  God. 

5.  First  Voyage  of  Co 
lumbus  (1492). — Finally,  after 
seven  years  of  anxious  wait 
ing,  the  brave  Columbus  found 

success.  Isabella,  Queen  of  Spain,  agreed  to  aid  him  in 
carrying  out  his  plans.  Still  there  were  difficulties.  Sail 
ors  were  unwilling  to  go  on  the  dangerous  voyage,  but 
were  compelled  to  yield  to  the  mandate  of  the  king. 
Three  small  vessels,  only  one  of  which  had  a  deck,  were 
fitted  out.  The  largest  of  these,  the  Santa  Maria,  was  com 
manded  by  Columbus.  The  others  were  the  Nina  and  the 
Pinta.  Before  sunrise,  August  3,  1492,  this  little  fleet,  with 
one  hundred  and  twenty  men  and  provisions  for  a  year, 
sailed  out  of  the  port  of  Palos.  It  was  a  sad  hour  for  the 
poor  sailors.  Columbus  steered  for  the  Canaries,  where  he 
stopped  over  three  weeks  to  make  a  rudder  for  one  of  his 
Columbus  sets  vessels.  He  then  set  sail  again.  As  soon  as 
•ail-  they  could  no  longer  see  land,  the  sailors  were 

overcome  with  fear  and  cried  like  children.  At  the  end 
ot  a  week  the  compass  needle  did  not  point  to  the  North 


THE  PINTA. 


DISCOVERY   OF   AMERICA 


Star.  Failing'to  understand  the  reason  for  this,  the  sailors 
were  struck  with  terror.  Three  days  later  the  vessels  en 
tered  wide  stretches  of  sea-weed.  It  was  then  feared  that 
the  vessels  might  strike  upon  hidden  rocks  and  be  dashed 
to  pieces.  But  they  passed  on  in  safety. 

Soon  afterward  the  sailors  were  gladdened  by  the  sight 
of  birds,  which  they  thought  indicated  that  land  was  near. 
It   was  an  idle  hope,  for    no  land    appeared.     Again   and 
again  the  cry  "  Land  "  was  shouted,  but  in  every  case  the  cry 
was  called  forth  by  the  sight  of  distant  clouds.         The  sailors  in 
The  poor  sailors  were  in  despair.     They  were         despair, 
now  in  the  belt  of  the  trade-winds,  which  were  steadily  and 
certainly  blowing  them  farther  and  farther  from  home  and 
friends.     "  We  can  never  re 
turn    to     Spain,"    they    said. 
"What  shall  we  do?"    They 
begged     Columbus     to     turn 
back.     He  refused.     They  be 
came    angry    and    talked    of 
throwing  him  overboard.    He 
knew  he  was  in  danger  and 
tried  hard  to  quiet  their  fears 
and   to   give    them    hope.     It 
was  then  that  his  great  influ 
ence    over   men    was    shown. 
His    tall    and     manly    figure 
gave  him  a  commanding  pres 
ence,  but  his  greatest  strength 
in    these    trying    days    lay   in 
his  noble  soul  and    his   lofty 
purpose.     His  courage  never 
failed     him.      Sometimes     he 

heartened  the  sailors  with  promises  of  wealth  and  fame, 
and  again,  as  occasion  demanded,  he  threatened  them  with 
punishment  from  the  Spanish  king. 

At  last,  after  a  voyage  of  ten  weeks,  land  was  discovered 
October  I2,1  1492.     In  a  full  suit  of  armor  and  bearing  the 

1  October  21  by  the  present  method  of  reckoning  time. 


THE   SANTA    MARIA. 


6  HISTORY   OF   THE   UNITED    STATES 

flag-  of  Spain,  Columbus  landed.  With  tears  of  joy  he 
knelt  upon  the  ground  and  offered  thanks  to  God.  Then, 
Land  discovered  P^anting  tne  royal  banner,  he  took  possession 
of  the  land  in  the  name  of  the  king  and  queen 
of  Spain.  He  had  discovered  one  of  the  Bahama  Islands 
which  he  called  San  Salvador  (Holy  Saviour).  He  coasted 
along  the  shores  of  Cuba  and  Hayti,  touched  the  coast  here 
and  there,  and  sent  reconnoitring-  parties  inland  to  exam 
ine  the  land.  He  did  not  find  the  cities  of  Asia  as  he  had 
expected,  but  he  had  no  doubt  that  he  was  in  the  East  In 
dies,  and  therefore  called  the  natives  Indians. 

6.  Other  Voyages  of  Columbus. — When    Columbus   re 
turned  to  Spain  with  the  news  of  his  discovery,  the  people 
were  enthusiastic  with  delight.     The  idle  dreamer  became 
suddenly  great  and  famous,  and  honors  were  heaped  upon 
him  from  every  side.     It  was  easy  enough  to  find  sailors 
and  vessels  for  a  second  voyage,  which  was  made  in  the 
following  year,   1493.     Men  were  now  eager  to  go  where 
they  expected  to  get  all  kinds  of    wealth.     Four  voyages 
were  made  in  all,  but  when  the  adventurers   reached    the 
land  of  their  hopes,  and  found  no  silks,  no  spices,  no  pre 
cious    stones,    no   gold,  they  reproached  Columbus.     The 
Court  of  Spain,  also,  finding  no  return  for  the  great   ex 
pense  of  fitting  out  these  expeditions,  censured  him.     His 
Last  days  of  enemies  increased,  and  his  last  days  were  spent 
Columbus.  jn  disappointment  and  neglect.    Heart-broken, 
he  died  ignorant  of  the  greatness  of  his  own  discovery. 

7.  John  Cabot  Discovers  the  Mainland  of  North  Amer 
ica  (1497). — In  consequence  of   the  discoveries  by    Colum- 
The  "Line  of  De-  bus  *n  ^ne  West  and  of  those  by  Portuguese 
marcation  "  di-       captains  in  the  East,  it  was  feared  there  might 
po«e8sihon.h^then  be  trouble  between  Spain  and   Portugal  over 
Spain  and  Portu-  the    new-found    lands.      To   keep    the   peace, 
gal<  therefore,  between  these  two  great  Catholic 
countries,  a  treaty    was  signed  in    1494,  dividing  between 
them  the  heathen  lands  that  had  been,  or  should  be,  discov 
ered.     "  The  Line    of  Demarcation,"  extending  north  and 
south  three  hundred  and  seventy  leagues  west  of  the  Cape 


•'  i 

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ft  §«| 

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jii 

o|gl 

;..-....                           ..... 

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P]|i 

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"o                                                     °0                                0                                         io                              §                                                       8                               S                                       "S 

8  HISTORY  OF  THE  UNITED   STATES 

Verde  Islands,  ran  between  Spain's  possessions  on  the 
West  and  those  of  Portugal  on  the  East.  The  powerful 
navies  of  these  two  countries  were  sufficient  to  make  good 
their  claims  against  England  or  any  other  nation.  But  Eng 
land  was  determined  to  have  some  share  in  the  discoveries 
that  were  stirring  the  hearts  of  men.  Hence,  in  1497,  Henry 
VII.  sent  out  John  Cabot,  accompanied  possibly  by  his  son 
Sebastian,  to  find  a  short  northwest  passage  to  Asia.  By 

sailing  across  the  northern  part 
of  the  Atlantic,  England  avoided 
difficulties  likely  to  arise  from 
coming  in  contact  with  Spanish 
or  Portuguese  discoverers  far 
ther  south.  John  Cabot  landed 
Voyages  of  the  somewhere  on  the 
cabots.  eastern  coast  of 

North  America,  possibly  on  the 
coast  of  Labrador.  He  was 
therefore  the  first  to  discover 
the  mainland  of  the  Continent 

SEBASTIAN  CABOT.  of    North    America,    and    he 

claimed  it  in  the  name  of  Eng 
land.  The  next  year  Sebastian  Cabot  sailed  from  England 
and  explored  the  coast  of  North  America  from  Nova  Scotia 
down  as  far  as  North  Carolina  or  farther.  Upon  these 
discoveries  England  based  her  claim  to  North  America. 

8.  Americus  Vespucius  and  the  Naming  of  America 
(1499-1503). — Americus  Vespucius,  a  native  of  Florence  and 
a  navigator,  was  first  employed  by  Spain  and  later  by 
Portugal,  to  make  explorations.  In  1499  he  skirted  the 
coast  of  Venezuela  and  northeastern  South  America. 
During  the  next  four  years  he  made  several  voyages  to 
Brazil,  and  explored  its  coast  as  far  south  as  the  mouth 
of  the  La  Plata  River.  On  returning  to  Europe  he  wrote 
a  good  description  of  what  he  had  seen.  This  was  pub 
lished  in  1504,  and  constituted  the  first  printed  account  of 
the  mainland  of  the  New  World.  Up  to  that  time  Europe, 
Asia  and  Africa  were  known  as  the  three  parts  of  the 


DISCOVERY   OF  AMERICA 


world,  and  one  distinguished  geographer  believed  there 
was  an  unknown  southern  continent  which  constituted  the 
fourth  part.  It  now  seemed  clear  that  Americus  Vespu- 
cius  had  proved  the  existence  of  the  fourth  part.  In  con 
sequence  of  this  belief  a  German  professor,  New  world 
who  printed  a  little  treatise  on  geography  a  called  Amer|ca- 
few  years  later,  suggested  that  the  fourth  part  should  be 
called  America,  after  Americus  Vespucius.  According  to 
this  suggestion  the  name  Amer 
ica  was  at  first  applied  to  Brazil, 
later  to  South  America,  and 
later  still  to  the  whole  of  the 
New  World. 

9.  Magellan  Proves  America 
to  be  a  Continent  (1519-1521). 
—What  America  and  the  New 
World  meant  was  as  yet  by  no 
means  clear.  By  some,  America 
was  supposed  to  be  an  immense 
island,  like  Australia ;  by  others, 
a  peninsula  extending  in  a  south 
easterly  direction  from  Asia. 
In  1519  Magellan,  a  Portuguese 
captain  in  command  of  a  Spanish  AMERICUS  VESPUCIUS. 

fleet,  started  on  a  voyage  whose    From  statue  by  G.  Grazzini  in  the  uffizi 

.    .  •      A     •      i  Gallery,  Florence,  Italy. 

object  was  to  reach  Asia  by  way 

of  a  passage  through  America.  After  coasting  down  much 
of  the  eastern  shore  of  South  America,  he  discovered  and 
sailed  through  the  strait  now  bearing  his  wonderful  voy- 
name.  Mutiny,  starvation,  and  other  hard-  age  of  nageiian. 
ships  that  would  have  driven  back  a  less  heroic  man  were 
bravely  endured.  He  sailed  for  some  distance  up  the  west 
ern  side  of  South  America,  and  then  steered  his  way  across 
the  Pacific.  He  was  killed  by  the  natives  in  the  Philippine 
Islands,  but  a  part  of  his  men  succeeded  in  finding  their 
way  back  to  Spain.  This  was  the  most  wonderful  voyage 
that  had  ever  been  made,  because  it  proved  that  the  earth 
was  a  globe,  and  that  America  was  a  distinct  continent. 


DISCOVERY   OF  AMERICA  II 


TO  THE   PUPIL. 

z.  Trace  on  the  map  the  Eastern  trade  routes  in  the  fifteenth  century. 
In  what  way  did  printing  aid  discovery  ?  What  advantage  did  the 
control  of  the  water  route  to  India  give  to  Portugal  ? 

2.  Imagine  yourself  to  be  Columbus  and  write  an  account,  in  the  first 

person,  of  your  plans,  your  difficulties,  and  your  first  voyage.  Trace 
this  voyage  on  the  map.  What  do  you  admire  in  the  character  of 
Columbus  ? 

3.  How  did  America  receive  its  name  ?     Was  this  fair  to  Columbus  ? 

Give  reasons  for  your  answer. 

4.  What  was  the  distinctive  work   of  Columbus  ?      Of  Americus  Ves- 

pucius  ?     Of  Magellan  ? 

5.  Read  in  Fiske's   Discovery  of  America  the  account  of  Magellan's 

wonderful  voyage. 


NOTES 

Lief  Ericsson  and  the  Northmen. — The  old  inhabitants  of  Norway  were 
called  Northmen  or  Norsemen.  These  people  were  bold  and  hardy  sail 
ors,  and  in  the  ninth  and  tenth  centuries  were  famous  sea-robbers.  In 
order  to  find  new  fields  for  plunder  and  adventure  they  sought  strange 
coasts.  On  one  of  these  expeditions  they  reached  Iceland  and  on  another 
Greenland.  In  each  of  these  islands  they  made  settlements.  The  brave 
deeds  of  these  old  warriors  are  preserved  in  the  so-called  "  Sagas,"  which 
were  written  in  Icelandic  prose.  For  a  long  time  these  Sagas  were  trans 
mitted  orally,  but  finally  they  were  committed  to  writing.  Three  of  the 
Sagas  tell  us  of  the  daring  adventures  of  Lief  Ericsson  in  his  wanderings 
in  the  year  1000  A.D.  along  the  eastern  coast  of  North  America.  As  the 
story  goes,  Lief  Ericsson,  with  a  crew  of  thirty-five  men,  started  out  in 
search  of  a  land  which  had  been  visited  by  another  Northman.  Sailing 
west,  Lief  touched  upon  the  coast  of  Labrador  and  thence,  proceeding 
south,  he  landed,  built  huts,  and  spent  the  winter  near  the  coast.  Finding 
vines  hung  with  grapes,  he  called  the  country  Vinland.  Some  historians 
have  supposed  that  Lief  Ericsson's  Vinland  was  somewhere  on  the  coast  of 
Massachusetts,  but  the  weight  of  authority  is  in  favor  of  Cape  Breton  Island 
or  Nova  Scotia.  Other  Northmen  visited  Vinland  but  they  made  no  per 
manent  settlements.  Nothing  reliable  can  be  found  out  about  these  early 
expeditions,  and  nothing  of  importance  ever  came  of  them. 


12  HISTORY   OF   THE   UNITED   STATES 


CHRONOLOGY 

870  ICELAND    DISCOVERED    BY    NADDOD,    THE    NORTHMAN. 

1000.  LEIF,   SON    OF    ERIC    THE    RED,   DISCOVERS    AMERICA. 

1450.  INVENTION    OF    PRINTING,   ABOUT    THIS    DATE. 

1453.  THE    TURKS    CAPTURE    CONSTANTINOPLE. 

1492.  FIRST    VOYAGE    OF    COLUMBUS  ;    DISCOVERY    OF    WEST    INDIES. 

1497.  JOHN    CABOT    DISCOVERS    NORTH    AMERICA. 

1498.  THIRD     VOYAGE     OF     COLUMBUS  ;     HE     DISCOVERS     THE     CONTINENT     OF     SOUTH 

AMERICA. 

VOYAGE  OF  SEBASTIAN  CABOT. 

1499.  FIRST  VOYAGE  OF  AMERICUS  VESPUCIUS. 
1504.  AMERICUS  VESPUCIUS'S  NARRATIVE  PUBLISHED. 
1507.  AMERICA  NAMED. 

1513.  DISCOVERY  OF  FLORIDA  BY  JUAN  PONCE  DE  LEON. 

PACIFIC  OCEAN  DISCOVERED  BY  VASCO  NUNEZ  DE  BALBOA. 
1519-21.  CORTEZ  CONQUERS  MEXICO. 
1519-21.  A  SHIP  OF  MAGELLAN'S  EXPEDITION  SAILS  AROUND  THE  WORLD. 


jEyploratkm  ant>  Colonisation 


CHAPTER   II 


SPAIN   IN   THE   NEW   WORLD 

REFERENCES:  Scribner's  Popular  History  of  the  United  States,  I.; 
Wright's  Children's  Stories  in  American  History;  Richardson's  History  of 
Our  Country;  Bancroft's  United  States,,!.;  Higginson's  American  Explorers; 
Morris's  Half  Hours  with  American  History,  I.;  Andrews's  United  States,  I. 

OUTSIDE  READINGS:  Prescott's  Conquest  of  Mexico;  Prescott's  Con 
quest  of  Peru;  Fiske's  Discovery  of  America;  Winsor's  Narrative  and  Critical 
History,  II.;  Higginson's  American  Explorers;  Parkman's  Pioneers  of  France 
in  the  New  World  (Huguenots). 

FICTION:  Henty's  By  Right  of  Conquest;  Wallace's  The  Fair  God; 
Munroe's  Flamingo  Feather;  Munroe's  The  White  Conqueror. 


10.  Precious  Metals  the  Main  Object  of 
Spaniards. — Spain     is    to-day    a    third-rate 
power,  tbut  in  the  early  part  of  the  sixteenth 
century  she  was  the  greatest  power  in  Eu 
rope.     She  had  a  mighty  navy,  manned  by 
daring  and   patriotic  seamen,  and   she  was 
ambitious  to  extend  her  sway  over  much  of 
the  heathen  world.     The  marvellous  stories 
of  the   treasures   to   be   found  in  the  New 
World  dazzled  the  imagination  of  the  Span 
iards.     Believing  that  gold  and  silver  made 
the  only  true  wealth,  they  were  willing  to 
undergo    almost    any    suffering    to    secure 
them. 

11.  De  Leon  Discovers  Florida  (1513). — 
Among    these    fortune-hunters   was   an    old 

13 


CORTEZ. 


An  early  Spanish 
explorer. 


HISTORY   OF   THE   UNITED   STATES 


OLD    SPANISH    MISSION,    NEW   MEXICO,    BUILT    1604. 

man,  Ponce  de  Leon,  who  had  been  governor  of  the  island 
of  Porto  Rico.  He  had  heard  the  natives  tell  stories  of  rich 
gold  mines,  and  of  a  wonderful  fountain  in  the  land  of  the 
North,  the  drinking  of  whose  waters  would  restore  youth 
and  vigor  to  old  age.  De  Leon  conducted  an  expedition 

northward  by  which  he 
hoped  to  secure  for  him 
self  wealth  and  young 
manhood.  The  gold  and 
the  fountain  he  did  not 
find,  but  he  discovered 
something  of  much 
greater  value  to  Spain, 
a  beautiful  land  covered 
with  flowers.  This  he 
named  Florida  (1513). 
A  few  years  later  De 
Leon  returned  to  Flor 
ida  with  the  purpose  of 
planting  a  colony,  but 
he  was  killed  by  an  un 
friendly  Indian. 

SPANISH   GATEWAY,    ST.  AUGUSTINE,  FLORIDA.  12.    De  SotO  ExplOFCS 

Florida   and   Discovers 

the  Mississippi  (1539-1541). — The  failure  of  De  Leon  and 
Narvaez  did  not  prevent  other  Spaniards  from  making  sim- 


SPAIN  IN  THE  NEW  WORLD 


ilar  attempts.  In  1539  De  Soto,  with  about  six  hundred  men, 
two  hundred  horses,  and  bloodhounds  to  hunt  the  Indians, 
landed  on  the  west  coast  of  Florida  in  search  of  the  new 
kingdom  of  gold.  The  Indians 
did  not  fear  the  bloodhounds 
more  than  they  hated  the  Span 
iards,  whom  they  fiercely  op 
posed.  Northward  and  west 
ward  the  Spaniards  wandered  in 
their  fruitless  search  for  gold 
mines.  They  found,  instead, 
"  fig-hting,  fever,  and  famine." 
One  great,  unlooked-for  discov 
ery  it  was  their  fortune  to  make. 
That  was  the  discovery  of  the 
Mississippi  River.  They  jour 
neyed  many  miles  beyond  it 
but  soon  returned,  and  at  last, 
after  two  years  of  hopeless  wan 
dering,  De  Soto,  worn  out  and 
sick  at  heart,  died  and  was  bur 
ied  in  the  great  river  which  he 
had  discovered  (1541).  His  sur 
viving  companions  sailed  down 
the  Mississippi  and  found  shel 
ter  in  the  Spanish  settlement  of 
Mexico.1  De  Soto,  like  De  Leon, 
failed ;.  nor  were  any  Spanish  explorations  in  the  country 
north  of  Mexico  successful. 

13.  The  Spaniards  Drive  the  Huguenots  out  of  Florida. 
(1562-1565). — For  more  than  twenty  years  after  De  Soto's 
failure  the  Spaniards  made  no  further  efforts  in  Florida. 
In  the  meantime  a  bitter  religious  war  broke  out  in  France 
between  the  Catholics  and  the  Huguenots.2  Coligny,  the 
distinguished  leader  of  the  Huguenots,  desired  to  establish 

1  Cortez  had  conquered  Mexico  and  established  Spanish  colonies  there  (1519- 
1521).     Pizarro  had  conquered  Peru  (1531-1533). 
*  French  Protestants. 


BALBOA. 
An  early  Spanish  explorer. 


i6 


HISTORY   OF   THE  UNITED   STATES 


a  commonwealth  of  his  own  religious  sect  in  America, 
Accordingly  he  sent  over  in  1562  a  small  number  of  settlers 
Huguenot  set-  who  tried  to  plant  a  colony  where  Port  Royal, 
tiements.  South  Carolina,  now  stands.  The  colony 

having  failed,  another  expedition  under  good  leadership 
was  sent  out  in  1564.  This  time  the  French  planted  a  fort 
not  far  from  the  mouth  of  the  St.  John's  River,  Florida. 
But  for  several  reasons  Spain  laid  claim  to  Florida:  (i)  By 

right  of  discovery  through  Colum 
bus;  (2)  by  the  explorations  of  De 
Why  Spain  laid  Leon  and  De  Soto;  and 

claim  to  Florida.      (3)     by    the    Pope's    de- 

cree,  which  assigned  that  part  of  the 
heathen  world  to  Spain.  The  king 
of  Spain,  therefore,  was  indignant 
that  the  French  should  make  any 
settlement  there,  and  at  once  decided 
to  send  out  a  force  to  destroy  the 
insolent  intruders.  This  Spanish 
force  was  under  the  command  of 
Menendez,  who  in  1565  landed  in 
Florida  and  built  a  stronghold  which 
later  became  St.  Augustine.  Then  he 
marched  across  the  country,  and  by  surprise  and  treachery 
succeeded  in  destroying  all  but  a  miserable  remnant  of  the 
The  Spaniards  de-  unfortunate  Frenchmen  who  had  established 
no7U«ementUien  the  settlement.  It  was  a  cruel  work,  thor- 
Fiorida.  oughly  done.1  The  French  learned  a  lesson 

from  their  unpleasant  experience  with  the  Spaniards  at  this 
time,  and  made  no  further  attempt  to  plant  colonies  in  the 
southern  part  of  what  is  now  the  United  States. 

14.  Advantages  of  Spain  in  the  New  World. — The  ad 
vantages  of  Spain  in  the  New  World  were  many,  two  of 
which  we  will  notice.  In  the  tropical  regions  of  Mexico, 

1  Although  at  this  time  France  and  Spain  were  at  peace,  the  French  did  nothing 
to  resent  this  wrong.  A  French  captain,  Dominic  de  Gourgues,  however,  deter 
mined  upon  revenge  in  the  name  ot  his  country.  Having  a  private  grudge  against 
the  Spaniards,  who  had  imprisoned  him  and  made  him  work  in  the  galleys,  he  fitted 


FERNANDO   DE  SOTO. 


SPAIN  IN  THE   NEW  WORLD 


South  America,  and  the  West  Indies,  the  Indians  lived  in  a 
warm  climate,  supported  themselves  by  a  rude  tillage  of 
the  soil,  and  could  be  easily  enslaved.  In  this  respect 
Spain  had  a  decided  advantage  over  the  nations  colonizing 
in  the  North,  where  the  Indians  had  been  made  hardy  and 
brave  by  exposure  to  rougher  climate  and  almost  continu 
ous  inter-tribal  warfare.  These  Indians  were  dangerous 


ROUTES  OF 

S ARTAEZ,  DE  SOTO 
.AND  PONCE  DE  LEON 

with  Huguenot  Settlements  and  Raleigh's  Colonies 
0          50       100 200 300 

Scale  of.Miles. 


enemies  to  the  white  settlers.  And  surpassing  all  other 
advantages  was  the  possession  of  the  Gulf  of  Mexico  and 
the  mouth  of  the  Mississippi  River. 

15.  Reasons  for  Spanish  Failure. — But  in  spite  of  these 
advantages  the  Spaniards  failed,  and  they  failed   because 

out  at  his  own  expense  an  expedition  to  Florida.  Until  the  proper  time  he  con 
cealed  his  real  purpose.  Then  he  sailed  straight  to  Florida,  and  with  the  aid  of  the 
Indians  surprised  the  Spanish  forts  on  the  St.  John's  River  and  put  to  the  sword 
nearly  all  the  Spanish  soldiers.  As  his  force  was  too  small  to  attack  St.  Augustine 
he  returned  to  France,  leaving  Spain  in  control  of  Florida. 


l8  HISTORY  OF  THE   UNITED   STATES 

their  conceptions  and  aims  were  wrong.  Their  greatest 
desire  was  for  gold  and  silver,  conquest,  and  adventure. 
They  did  not  understand  that  the  soil  must  first  be  con 
quered,  and  that  in  order  to  develop  agriculture,  trade,  and 
commerce,  a  life  of  patient  toil  was  necessary.  As  they 
wished  to  get  rich  without  work,  the  gold  and  silver  which 
they  found  made  them  poor  because  it  took  away  habits  of 
industry.  In  North  America  Spanish  colonization  was  a 
total  failure. 

TO  THE  PUPIL 

1.  There  are  some  dates  which  you  should  know  as  well  as  the  alphabet. 

One  of  these  is  1492.  Just  about  fifty  years  later  De  Soto,  the 
last  Spanish  explorer  of  note,  discovered  the  Mississippi  River. 

2.  1492-1541.     Memorize  these  dates  and  remember  that   Balboa,  De 

Leon,  Cortez,  Pizarro,  and  the  other  Spanish  explorers  did  their 
work  at  some  time  within  these  fifty  years.  Just  when,  it  is  not  im 
portant  to  know. 

3.  Why  did  Spain  lay  claim  to  Florida  ?     What  advantages  did  Spain 

have  ?  Why  did  Spanish  colonization  fail  in  North  America  ?  You 
may  well  notice  the  fact  that  in  the  struggle  among  European  coun 
tries  for  colonizing  North  America,  Spain  practically  dropped  out  of 
the  race  after  establishing  St.  Augustine. 

4.  To  develop  accuracy,  frequently  write  for  five  minutes  on  such  topics 

as  the  following:  De  Soto's  expedition,  the  Huguenots  in  Florida. 
Use  your  map  constantly. 

5.  Read  Munroe's  Flamingo -Feather. 


NOTES 

Balboa  Discovers  the  Pacific  (1513). — Balboa,  a  Spaniard  in  command 
of  a  company  of  men  at  Darien,  made  his  way  across  the  Isthmus  of  Pan 
ama  (then  known  as  the  Isthmus  of  Darien)  and  discovered  the  Pacific 
Ocean.  He  took  possession  of  the  sea  in  the  name  of  his  king. 

Cortez  Conquers  Mexico  (1519-1521). — In  1519  Hernando  Cortez  began 
the  conquest  of  Mexico.  Although  his  army  numbered  less  than  five 
hundred  Spaniards,  he  burned  his  fleet  behind  him  at  Vera  Cruz  and  boldly 
set  forth  against  the  powerful  Mexican  ruler,  Montezuma.  Under  an  ordi 
nary  leader  the  Spaniards  must  have  been  destroyed,  but  Cortez,  with  rare 
courage  and  foresight,  led  them  on  to  victory.  Before  the  close  of  1521 
Mexico  had  become  a  Spanish  province. 


SPAIN   IN  THE  NEW  WORLD  IQ 

Narvaez  Explores  Florida  (1528). — As  the  greedy  Spaniards  now  had 
fresh  hopes  of  finding  gold  and  silver  in  the  new  country,  Narvaez  fitted  out 
an  expedition  that  landed  on  the  western  coast  of  Florida  (1528.)  After 
passing  through  the  severest  hardships,  he  and  many  of  his  men  were 
drowned.  His  secretary,  Cabeza  de  Vaca,  and  three  companions  fell  into 
the  hands  of  the  Indians.  Passing  through  many  thrilling  experiences,  they 
wandered  during  eight  years  over  two  thousand  miles  of  territory  and  finally 
joined,  on  the  Gulf  of  California,  a  body  of  Spaniards  from  Mexico. 

Pizarro  Conquers  Peru  (1531-1533).— In  1531  Pizarro  sailed  from 
Panama,  with  the  purpose  of  conquering  Peru  for  Spain.  By  bravery, 
cruelty,  and  treachery,  he  succeeded  in  carrying  out  his  plan  (1533).  Peru, 
like  Mexico,  yielded  to  Spain  vast  quantities  of  gold  and  silver,  which  greatly 
aided  her  in  carrying  on  her  European  wars. 


CHAPTER  III 

ENGLAND   IN   THE   NEW    WORLD 

REFERENCES:  Scribner's  Popular  History  of  the  United  States,  II. ; 
Wright's  Children's  Stories  in  American  History;  Richardson's  History  of  Our 
Country;  Morris's  Half  Hours  with  American  History,  I.;  Eggleston's  House 
hold  History;  Winsor's  Narrative  and  Critical  History,  III.;  Andrews's  United 
States,  I. 

OUTSIDE  READINGS :  Towle's  Heroes  of  History  (Drake  and  Raleigh) ; 
Higginson's  United  States ;  Montgomery's  English  History ;  Camden's  His 
tory  of  Queen  Elizabeth ;  Creasy 's  Fifteen  Decisive  Battles. 

FICTION:  Scott's  Kenilworth;  Kingsley's  Westward  Ho!;  Henty's 
Under  Drake's  Flag. 

16.  Relations  Between  Spam  and  England. — England's 
claim  to  North  America  was  based  upon  the  discoveries  of 

the  Cabots,  who  reached  the 
mainland  shortly  after  Colum 
bus  made  his  first  landing-  on 
the  West  Indies.  But  Spain 
was  the  leading  naval  power 
in  Europe.  She  controlled  the 
Netherlands,  and  her  mighty 
fleets  sailed  far  and  wide  over 
the  seas.  England  was  not  then 
the  power  she  is  now,  and  she 
was  not  strong  enough  to  pre 
vent  Spain  from  carrying  out 
her  plans  in  America.  So  Eng 
lish  explorers  did  not  venture 
into  that  part  of  America  to 
which  Spain  laid  claim.  Their 
QUEEN  ELIZABETH.  efforts  were  directed  chiefly  to 

[20 


ENGLAND    IN   THE    NEW   WORLD 


21 


discovering  a  northwest  passage  to  Asia,  since  they  re 
garded  America  as  only  a  barrier  between  Europe  and 
Asia. 

During  the  latter  part  of  the  sixteenth  century,  however, 
conditions  changed.  In  1567  the  Netherlands  revolted 
against  the  rule  of  Spain,  and  for  forty  years  carried  on 
war  with  that  country.  In  this  war,  which  was  partly  re 
ligious,  England  was  on  the  side  of  the  Netherlands.  Thus 
Spain  had  to  contend  with  two 
countries  at  once,  and  found  the 
great  struggle  a  constant  drain 
upon  her  strength.  During  these 
forty  years  of  warring  Spain  re 
ceived  blows  from  which  she  never 
recovered.  The  "  Invincible  Ar 

mada,"     her      mighty     Defeat  of  the 
fleet    Of    War    vessels,1     Spanish  Armada, 

met  with  crushing  defeat  at  the 
hands  of  English  seamen  (1588), 
From  that  date  England's  naval 
power  was  on  the  in 


SIR    WALTER   RALEIGH    AND    AUTOGRAPH. 


crease. 

17.  English  Sea- 
rovers  and  Explorers.  — 
After  1570  the  English 
did  not  confine  them 
selves  to  the  northern  ocean  but  explored  in  waters  that 
Spain  claimed  as  hers  alone.  English  ships,  manned  by 
fearless  sea-captains  ready  to  do  and  dare  anything  tor  old 
England  and  their  queen,  began  to  sail  in  every  direction. 
As  soon  as  it  became  clear  that  for  carrying  on  her  wars 
Spain  depended  largely  on  the  gold  and  silver2  coming 
from  the  mines  of  Mexico  and  Peru,  there  was  a  fresh 

1The  Invincible  Armada  consisted  of  130  warships  carrying  2,500  cannon  and 
about  30,000  men.  Philip  II.  /the  Spanish  king,  expected  to  humble  England  with 
this  fleet. 

3  It  has  been  estimated  that  the  gold  and  silver  Spain  got  from  America  would 
be  now  valued  at  five  thousand  million  dollars. 


22 


HISTORY   OF   THE   UNITED   STATES 


THE    DESTRUCTION    OF    THE    SPANISH    ARMADA. 

motive  for  English  voyages  to  the  New  World.  To  cut  off 
the  supply  of  these  metals  bold  sea-captains  like  Drake  and 
Hawkins  scoured  the  sea  in  search  of  Spanish  vessels.  They 
cruised  about  the  coasts,  burning  and  plundering  Spanish 
fleets  and  settlements,  and  thus  did  very  great  injury  to 
Spain  and  her  colonies  in  South  America  and  Mexico. 

18.  Sir  Walter  Raleigh's1  Attempt  to  Colonize  Amer 
ica  (1584-1587). — In  1578,  ten  years  before  the  Invincible  Ar- 

1  Sir  Walter  Raleigh,  born  in  1562,  was  in  his  own  time  rightly  called  the 
"  Great  Englishman,"  for  he  ranked  high  as  historian,  navigator,  soldier,  and 
statesman.  In  1579,  when  only  seventeen  years  old,  he  fought  on  the  side  of  the 
Huguenots  in  the  religious  wars  in  France.  He  is  said  to  have  won  the  admiration 
of  Queen  Elizabeth  by  a  simple  act  of.  gallantry.  Meeting  her  one  day  as  she  was 
walking  across  a  muddy  street,  he  spread  his  cloak  in  her  pathway  for  her  to  walk 
upon.  From  that  time  the  queen  took  him  into  her  court  as  a  favorite.  So  en 
tirely  did  he  win  her  favor  that  she  made  him  a  knight. 

In  1588  Raleigh  commanded  one  of  the  vessels  in  the  English  fleet  that  de 
feated  the  "  Spanish  Armada."  Later  he  was  thrown  into  the  Tower  of  London  on 
an  unproved  charge  of  treason.  After  remaining*  twelve  years  in  the  Tower  he 
was  beheaded  (1618).  Just  as  he  was  about  to  lay  his  head  upon  the  block  he  felt 
the  keen  edge  of  the  axe  and  said,  "This  is  a  sharp  medicine,  but  a  sound  cure  for 
all  diseases." 


ENGLAND   IN   THE   NEW   WORLD 


mada  sailed  for  England,  a  scheme  was  laid  to  plant  on 
the  coast  of  America  an  English  settlement,  or  military 
post,  from  which  attacks  might  be  made  upon  sir  Humphrey 
Spanish  fleets.  Sir  Humphrey  Gilbert,  the  Gilbert's  scheme. 
author  of  the  scheme,  failed,  but  the  idea  of  making  a  settle 
ment  in  America  had  found  a  lodging-place  in  the  English 
mind. 

A  little  later  Sir  Walter  Raleigh  determined  upon  an 
other  effort.  He  saw  that  America's  greatest  wealth  did 
not  consist  in  gold  and  silver,  but  in  the 
opportunities  it  offered  for  the  growth  of 
a  great  people.  He  earnestly  desired  to 
plant  an  English  commonwealth  in  Amer 
ica,  and  he  had  the  honor  of  making  the 
first  English  settlement.  After  obtaining 
a  patent  from  the  queen,  he  Rale|gh  sends  an 

Sent  OUt  in  1584  two  Vessels    exploring      party 

to  make  explorations.  The  toVir2inia- 
explorers  returned  with  glowing  ac 
counts  of  the  new  land  and  its  people, 
and  Queen  Elizabeth  was  so  delighted 
with  the  reports  of  the  new  country 
that  she  called  it  Virginia  in  honor  of 
herself,  the  "  Virgin  Queen." 

In  1585  Raleigh  sent  out  one  hundred 
colonists,  who  landed  on  Roanoke  Island, 
bright  with  hope.  As  soon  as  the  ships 
sailed  back  to  England  the  unfitness  of 
the  colonists  for  their  new  trials  became  apparent.  Like 
all  who  had  come  before  them  they  failed  because  of  their 
thirst  for  gold.  Instead  of  building  homes  Raleigh 'sfirstcoi- 
and  trying  to  cultivate  the  soil,  they  gave  ony  fails. 
themselves  up  to  searching  for  gold  and  silver.  Moreover, 
they  showed  so  little  wisdom  in  dealing  with  the  Indians 
that  the  latter  became  bitter  enemies,  eager  to  destroy  the 
white  strangers.  The  natural  result  of  the  experiment  was 
failure.  Fortunately  for  them  Drake,  who  was  returning 
from  one  of  his  cruising  expeditions,  happened  along  and 


PHILIPPE   II.,  KING  OF  SPAIIS 
1527-1598. 


24  HISTORY   OF  THE   UNITED   STATES 

carried  the  colonists  back  to  England.  The  expedition 
was  not  wholly  fruitless,  however,  for  they  took  back  to 
England  on  their  return  two  products  which  were  evidence 


AN    INDIAN    VILLAGE    AT    ROANOKE. 
From  an  old  print. 


of  the  real  wealth  and  promise  of  the  new  country.     These 
products  were  tobacco  and  the  common  potato. 

Raleigh  did  not  lose  hope.  Two  years  later  he  made 
a  second  attempt.  He  sent  out  a  much  larger  number  of 
settlers,  among  whom  were  women  and  children.  The  new 


ENGLAND   IN    THE   NEW  WORLD 


ENGLISH    EXPLORERS   BARTERING   WITH    INDIANS   FOR   LAND. 

settlement  was  made  at  Roanoke  under  the  leadership  of 
Governor  White.  He  was  soon  compelled  to  return  to 
England  for  supplies,  where  he  found  all  the  Raleigh's  second 
people  astir  in  preparation  for  the  attack  colony  fails, 
about  to  be  made  by  the  Spanish  Armada.  As  every  man 
was  needed  to  fight  the  coming  enemy,  three  years  passed 
before  Governor  White  sailed  again  for  Roanoke.  Not 
one  of  the  colonists  was  ever  found. 

Raleigh  sent  out  several  expeditions  in  search  of  the  lost 
colony,  but  finally  gave  up  hope  of  finding  it  or  of  plant 
ing  another.  He  had  spent  what  was  equiv-  Raleigh's  lost 
alent  to  more  than  a  million  dollars  of  our  colony, 
present  money.  Although  nothing  remained  to  be  seen  in 
return  for  this  vast  expenditure,  of  money,  Raleigh's  work 
was  not  a  failure,  for  his  efforts  had  suggested  to  England 
that  the  real  wealth  of  America  lay  in  the  opportunity  it 
afforded  for  planting  colonies  which  in  time  would  become 
the  foundation  of  a  new  English  nation. 

19.  England's  Need  of  America. — There  was  special 
need  at  this  time  for  such  an  opportunity  to  relieve  the 
crowded  industrial  conditions  at  home.  The  great  demand 
for  wool  by  Flemish  weavers  made  wool-growing  very 


26  HISTORY  OF  THE  UNITED   STATES 

profitable  in  England.  Therefore,  English  landowners  en 
gaged  largely  in  raising  sheep  instead  of  cultivating  the 
Large  numbers  of  so^-  The  result  was  that  but  one  man  was 
men  thrown  out  of  now  required  to  watch  sheep  where  formerly 

England. 


barley.  Large  numbers  of  men  were  thrown  out  of  work, 
and  there  was  great  distress  among  the  laboring  classes. 
The  closing  of  the  monasteries  by  Henry  VIII.,  a  few 
decades  earlier,  had  had  a  similar  effect,  and  the  return  of 
soldiers  from  European  wars  increased  the  difficulty.  What 
to  do  with  this  large  body  of  the  unemployed  was  a  trying 
problem.  America  seemed  to  furnish  a  solution,  and  to 
America  men  eagerly  turned  for  help  in  the  hour  of  Eng 
land's  need. 

TO  THE   PUPIL 

1.  As  the  defeat  of  the  "  Invincible  Armada  "  by  England  is  a  great 

landmark  in  history,  1588  is  another  date  you  should  know  with 
certainty.  You  will  notice  that  this  defeat,  which  had  a  large  influ 
ence  upon  colonization  in  America,  occurred  about  one  hundred  years 
after  1492.  You  will  notice,  also,  that  Raleigh's  attempts  to  plant 
colonies  took  place  only  a  short  time  before  1588, 

2.  If  you  will  learn  important  dates  like  1492  and  1588  and  group  about 

them  others  of  less  importance,  you  will  remember  your  history  much 
better. 

3.  Why  can  you  say  that  Raleigh's  work  in  America  was  not  a  failure  ? 

Make  a  chart  outline  of  the  most  important  events  for  the  first  hun 
dred  years  after  the  discovery  of  America  by  Columbus, 

4.  You  can  easily  make  a  review  outline  from  the  topics  in  the  three 

chapters  now  studied.  Do  it  It  would  be  well  for  you  to  read  the 
life  of  Sir  Walter  Raleigh  and  also  Scott's  Kenilworth. 

NOTES 

Sir  Francis  Drake  (1577).  —  Sir  Francis  Drake  was  one  of  EnglancTs 
famous  navigators  and  admirals.  In  1577  he  set  sail  from  England  with 
five  vessels;  in  1580  he  returned  with  but  one.  In  the  meantime  he  had 
doubled  the  Cape  of  Good  Hope,  as  Magellan's  men  had  done  sixty  years 
before,  and  sailed  entirely  around  the  world.  He  was  the  first  English  sea- 
captain  to  accomplish  this  great  undertaking. 

Bartholomew  Gosnold  (1602).  —  In  1602,  the  same  year  In  which  Ra 
leigh  sent  out  his  final  exoedition  in  search  of  the  lost  colony  at  Roanoke- 


ENGLAND   IN  THE  NEW  WORLD 


27 


Bartholomew  Gosnold  set  sail  from  England.  He  had  with  him  twenty- 
three  men,  eleven  of  whom  were  to  remain  in  Amerrca  to  make  a  settle 
ment.  Reaching  the  coast  of  Massachusetts,  he  sailed  around  Cape  Cod, 
which  he  so  named  on  account  of  the  abundance  of  cod  fish  near  its  coast. 
Then  steering  his  course  southward,  he  entered  Buzzard's  Bay  and  landed 
on  an  island  which  he  called  Elizabeth,  in  honor  of  the  Queen  of  England. 
On  his  return  homeward  the  eleven  men,  who  were  expected  to  remain  and 
make  a  settlement,  insisted  upon  returning  with  him.  But  Gosnold's  inter 
est  in  America  bore  fruit,  for  it  kept  alive  the  interests  of  other  Englishmen 
in  colonizing  the  New  World. 


QUEEN  ELIZABETH'S  SIGNATURE. 


CHAPTER   IV 

THE    ENGLISH    IN   VIRGINIA   AND    MARYLAND    (1607-1689) 

REFERENCES:  Scribner's  Popular  History  of  the  United  States,  III.; 
Wright's  Children's  Stories  in  American  History ;  Drake's  Making  of  Virginia 
and  the  Middle  Colonies;  Richardson's  History  of  Our  Country;  Coffin's  Old 
Times  in  the  Colonies;  Cooke's  Stories  of  the  Old  Dominion;  Andrews's 
United  States,  I. 

OUTSIDE  READINGS:  Fiske's  Old  Virginia  and  Her  Neighbors;  Fisher's 
Colonial  Era;  Eggleston's  Pocahontas  and  Powhatan;  Bancroft's  United 
States,  I.;  Eggleston's  The  Beginners  of  a  Nation;  Doyle's  English  Colonies; 
Lodge's  Short  History  of  the  English  Colonies  in  America;  Thwaites's  The 
Colonies;  Cooke's  Virginia;  Browne's  Maryland?  Wilson's  A  History  of  the 
American  People,  I. 

FICTION:  Johnston's  Prisoners  of  Hope;  Johnston's  To  Have  and  to 
Hold. 

20.  London    and    Plymouth    Companies.  —  Raleigh    as 
signed  his  interests  to  a  number  of  merchants  and  capital 
ists,  who  received  a  charter  from  King  James  in   1606  and 
formed  two  companies  for  the  purpose  of  colonizing  Amer- 
-^     **  ica.     One  of  these  companies  was 
rt  ~*  *^/    located  in  London,  and  was  called 

X  lf(JlfWlft$@*  the  London  Company.     The  other 

(     I  was  located  in  Plymouth,  and  was 

*— *^  called    the    Plymouth    Company.1 

SIGNATURE    OF   JAMES   I.  ™,          r  ,111 

The  former  was  to  occupy  the  land 

between  34  degrees  and  38  degrees  north  latitude,  extending 
from  Cape  Fear  to  the  mouth  of  the  Potomac  River;  the 
latter,  between  41  degrees  and  45  degrees,  extending  from 
the  mouth  of  the  Hudson  River  to  New  Brunswick.  By  a 

1  The  Plymouth  Company  sent  out  to  the  Kennebec  the  following  year  a  settle 
ment  which  proved  a  failure.     No  further  attempt  was  made  by  this  company. 

28 


Hap  of  the  present  Area  of  the 

UNITED  STATES, 

AS  IT  WAS  IN 

165O, 

/Showing  For<wt,Pla!n  and  Prairie  Regions, 
and  Indian  Tribes  East  of  the  Hissktippi. 
'The    Orten   represents   the  Forests,  the  more 
wooded  portion!  being  darker  in  colon 

"U5°       JL-.  - 


100          2QO          8QO  4(M) 

Scale  of  Miles. 


THE   ENGLISH  IN   VIRGINIA  AND    MARYLAND 


29 


charter  granted  in  1609,  the  Pacific  Ocean  was  made  the 
western  boundary  of  Virginia.  The  area  lying  between 
these  two  belts,  38  degrees  to  41  degrees,  might  be  occu 
pied  by  either  company  provided  it  came  no  nearer  than 
one  hundred  miles  to  a  settlement  made  by  the  other. 

The  most  notable  provision  of  the  charter  was  that  the 
colonists,  as  citizens  in  America,  should  have  the  same 
rights  and  privileges  as  belonged  to  citizens  of  England. 
It  will  be  well  to  bear  this  great  principle  of  the  charter 
in  mind  when  we  study  later 
the  causes  of  the  American 
Revolution.  Thecharterand 

In  addition  tO  the  common  store- 

the  charter,  house- 
the  emigrants  received 
from  King  James  and  the 
London  Company  strict  or 
ders  about  what  should  be 
done  in  Virginia.  One  of 
these  orders  was  very  un 
wise  and  almost  ruined  the 
colony.  It  was  as  follows : 
for  five  years  after  settle 
ment  no  one  was  to  have 
any  land  of  his  own ;  all 
were  to  work  together  and 
put  the  products  of  their 
labor  into  a  common  store 
house,  out  of  which  pro 
vision  was  to  be  made  for  clothing  and  feeding  the  colonists. 
21.  Settlement  of  Jamestown  (1607.) — On  New  Year's 
day,  1607,  the  first  colony,  consisting  of  one  hundred  and 
five  men,  set  sail  from  London.  About  half  of  these  men 
were  gentlemen,  whose  aim,  like  that  of  previous  settlers, 
was  to  make  their  fortunes  in  the  New  World  and  then  re 
turn  home.  The  other  half  consisted  mostly  of  mechanics 
and  tradesmen.  There  were  no  farmers  and  no  women  in  the 
new  colony,  for  the  colonists  did  not  come  to  make  homes 


3®////AWM0F~~  PLYMOUTH  and  LOXDON 

^C.Fear  GRANTS,  1G06. 

9         50         100 200 

Scale  of  Miles. 


HISTORY   OF   THE   UNITED   STATES 


and  settle  down  to  earning  their  living  by  patient  labor. 
Their  aim  was  to  find  gold  as  the  Spaniards  had  done  in 
Peru  and  Mexico.  Such  men  were  not  the  right  material 
to  make  a  successful  colony,  as  soon  appeared  after  they 
had  reached  Virginia.  In  May  they  sailed  up  the  James 
River  and  made  a  settlement.  This  they  called  Jamestown, 
in  honor  of  King  James,  from  whom  they  received  their 
charter.  Being  for  the  most  part  a  lazy,  shiftless  set,  they 
did  very  little  to  prepare  for  the  future.  They  were  so 

slow  that  by  the  time  they  were 
settled  it  was  too  late  for  the 
The  settlers  and  spring  planting. 

their  sufferings.        Soon      tneir      prOVl'- 

sions  began  to  fail,  and  famine, 
along  with  the  fever  which  seized 
them  in  the  warm  climate,  rapidly 
thinned  their  ranks.  Sometimes 
there  were  hardly  enough  well 
persons  to  bury  the  dead.  In 
about  four  months  half  their  num 
ber  had  died,  and  the  rest  were 
discouraged.  During  these  weary 
months  of  suffering  some  of  the 
settlers  lived  in  miserable  dwell 
ings  made  of  boughs  of  trees  or 
old  sails,  and  some  dug  holes  in 
the  ground  for  shelter. 
22.  The  Services  of  Smith. — But  for  one  courageous 
man,  John  Smith,  they  would  probably  have  perished.  He 
so  managed  the  Indians  as  to  secure  food  enough  to  pre 
serve  the  lives  of  the  wretched  colonists.  Two  years  later 
more  colonists  joined  them,  but  the  new-comers  were  as  un 
fit  as  those  who  came  first.  During  this  time  John  Smith 
not  only  kept  the  colony  from  ruin  but  found  opportunity 
to  do  some  valuable  exploring.  While  on  one  of  these  ex 
peditions  he  sailed,  in  search  of  the  Pacific,  up  the  Chick- 
ahominy  River,1  where  he  was  captured  by  the  Indians  and 

1  North  America  at  this  time  was  supposed  to  be  a  narrow  strip  of  land. 


RUINS    OF    OLD    CHURCH    AT 
JAMESTOWN. 


THE   ENGLISH   IN   VIRGINIA   AND   MARYLAND 


the    Suffering   Colo- 
of    famine   and 


taken  before  their  chief,  Powhatan.  Smith  tells  a  thrilling 
story1  of  the  saving-  of  his  life  by  Powhatan's  young  daugh 
ter,  Pocahontas.  However  much  truth  there  may  be  in 
the  romantic  incident,  Pocahontas  herself  is  an  attractive 
character,  and  her  relation  to  the  colonists  is  full  of  in 
terest.2 

23.  Smith  Returns  to  England 
nists  (1609-1610). — After  two  more  years 
hardships,  five  hundred  additional 
colonists  came  over.  It  was  the  old 
story  over  again.  Paupers,  crim 
inals,  and  otherwise  worthless  men 
made  up  the  greater  part  of  this 
wretched  company.  About  this 
time  the  colonists  suffered  a  severe 
loss,  also,  for  Smith,  having  been 
wounded  by  the  accidental  dis 
charge  of  a  gun,  was  obliged  to  re 
turn  to  England.  The  colony  was 
thus  left  without  a  leader.  At  once 
the  Indians,  whom  Smith  had  man 
aged  with  great  skill,  began  to  rob  CAPTAIN  JOHN  SMITH. 

1  As  Smith  in  his  efforts  to  prevent  capture  had  killed  two  Indian  warriors, 
Powhatan  decided  that  he  must  be  put  to  death.  In  the  meantime  Smith  had  won 
the  warm  friendship  of  Pocahontas,  a  kind-hearted  girl  about  ten  years  old.  This 
little  friend  saved  his  life.  For  the  Indians,  having  bound  Smith  hand  and  foot 
and  laid  his  head  upon  some  stones,  were  gathered  about  their  captive  to  see  him 
put  to  death.  Then  a  warrior  raised  his  club,  but  before  it  could  fall  upon  Smith's 
head,  Pocahontas  threw  her  arms  about  the  prisoner's  neck  and  begged  her  father 
not  to  kill  him.  Powhatan's  heart  being  touched,  Smith  was  released  and  allowed 
to  return  to  Jamestown.  Although  this  story  has  been  discredited  by  some  his 
torians,  there  is  pretty  good  evidence  for  its  truth.  Later,  Pocahontas  carried  food 
to  the  starving  settlers  at  Jamestown,  and  gave  Smith  warning  of  an  Indian  plot 
to  kill  him. 

A  young  Englishman,  John  Rolfe,  fell  in  love  with  Pocahontas  and  married  her. 
He  took  her  to  England,  where  she  was  treated  with  great  kindness.  Just  as  she 
was  on  the  point  of  returning  to  America  she  died,  leaving  a  son  who  became  a 
man  of  influence  in  Virginia.  John  Randolph,  of  Roanoke  (Va.),  was  one  of  her 
descendants. 

s  According  to  his  own  romantic  account,  John  Smith  had  many  thrilling  advent 
ures  before  he  went  to  Virginia.  Running  away  from  his  home  in  England,  while 


32  HISTORY   OF   THE    UNITED    STATES 

and  plunder  the  settlers,  and  famine  and  disease  aided  the 
work  of  destruction.  The  famine  became  so  severe  that 
••The starving  the  colonists  ate  the  bodies  of  their  own  dead. 
time."  Every  day  the  numbers  were  thinned  by 

death,  and  at  the  close  of  that  dreadful  winter  (1609-1610), 
long  known  as  "  the  starving  time/'  barely  sixty  of  the  five 
hundred  were  left  alive.  Lord  Delaware,  the  newly  ap 
pointed  governor,  came  in  June,  1610,  just  in  time  to  pre 
vent  the  miserable  remnant  from  sailing  away  to  England. 
On  account  of  ill-health  he  could  not  remain  long  in  the 
colony,  and  left  Sir  Thomas  Dale  in  charge  of  affairs. 

24.  Dale's  Great  Reform  :  He  Establishes  Individual 
Ownership  of  Land  and  Goods  (1611-1616).  —  Dale  was, 
like  Smith,  a  vigorous  and  able  ruler.  He  quickly  saw  that 
he  must  be  extremely  severe  in  governing  the  lawless  men 
in  the  colony.  He  not  only  flogged  the  unruly  but  in 
flicted  the  severest  kind  of  punishment  upon  those  who 
Dale's  severe  said  anything  against  his  mode  of  governing. 
measures.  j^e  even  went  so  far  as  to  burn  some  of  the 

most  rebellious,  and  in  one  case  he  sentenced  to  death  by 
starvation  a  man  who  had  stolen  food.  Of  course  these 
oppressive  measures  made  Dale  unpopular,  but  a  stern 
ruler  was  just  what  was  needed  to  put  the  colony  on  a  firm 
footing.  Its  future  soon  began  to  look  hopeful. 

Perhaps  Dale's  wisest  act  was  the  abolition  of  the  sys 
tem  of  a  common  storehouse.  This  had  been  one  of  the 
Dale  abolishes  greatest  evils  of  the  colony.  The  settler  had 
the  system  of  the  no  land  of  his  own  and  had  to  put  the  prod- 

common  store-  1     . 

house.  ucts  of  his  labor  into  a  common  stock  which 

all    shared    alike.     It   was   a   foolish   system.     The   idlers, 

yet  a  boy,  he  went  to  Holland  and  became  a  soldier.  From  Holland  he  wandered 
to  other  parts  of  Europe,  and  in  course  of  time  fought  against  the  Turks,  three  of 
whom  he  slew  in  single  combat.  After  being  captured  and  enslaved  by  the  Turks 
he  made  his  escape,  and  in  1604  returned  to  England,  at  the  age  of  twenty-five,  in 
time  to  join  the  movement  for  planting  a  settlement  in  Virginia.  On  his  return  to 
England  in  1609  he  sailed  to  New  England  and  made  a  map  of  much  of  its  coast. 
In  addition  to  an  account  of  his  own  life,  he  wrote  several  books  on  America.  lie 
was  a  man  of  immense  courage  and  energy,  and  doubtless  saved  the  Jamestown 
colony  from  ruin. 


THE  ENGLISH  IN   VIRGINIA  AND   MARYLAND  33 

knowing  they  would  be  fed  and  clothed  whether  they 
worked  or  not,  willingly  let  the  industrious  ones  support 
them.  As  a  result,  thirty  or  forty  energetic  men  had  been 
supporting  four  or  five  times  as  many  lazy,  good-for-noth 
ing  men.  Dale's  great  reform  consisted  in  giving  every 
man  his  own  plot  of  ground.  After  the  owner  had  turned 
into  the  common  stock  two  and  one-half  barrels  of  corn,  the 
remainder  of  his  crop  was  his  own.  Under  the  new  law 
the  idle  were  compelled  to  work,  and  the  thrifty  were  en- 
couraged  to  produce  all  they  could  by  their  labor. 

25.  Tobacco  the   Main   Source  of  Wealth. — About  the 
time  that  this  working  spirit  began  to  direct  the  colonists, 
they  found  that  raising  tobacco  was  immensely  profitable. 
The  soil  and  climate  of  Virginia  specially  fitting  it  for  grow- 
ing  tobacco,  after  1616  this  product  was  the  .principal  source 
of  wealth.     Now  that  the  colonists  could  have  their  own 
land  and  could  make  money  by  raising  tobacco,  they  were 
ready  to  work  with  a  will.     Farmers  in  England  were  glad 
to  come  to  Virginia,  and  the  success  of  the  colony  was  no 
longer  doubtful. 

26.  The      Second     Great      Reform :      Self-government 
(1619). — Up  to  1619  the  people  had  little  or  no  voice  in  their 
government.      This  state  of  things  they  did  not  like,  for 
they  had  been  accustomed  in  England  to  sending  represent 
atives  to  their  governing  body,  Parliament.    In  1619,  there 
fore,  they   were   granted   a  new  charter,  which   provided 
for  a  representative  assembly  consisting  of  two  delegates 
from  each  of  the  eleven  settlements.     As  these  settlements 
were   called    boroughs,   the   assembly    was  known   as   the 
House  of  Burgesses.     The  new  government      The  new  gov- 
consisted  of  a  governor,  council,  and  assem-       eminent. 
bly.     This  threefold  government  was  modelled  after  the 
English  form  l  and  furnished  later  a  basis  for  our  own  State 
and  national  governments.     The  private  ownership  of  land 
and  the  culture  of  tobacco  were  two  great  inducements  to 

1  The  English  Government  consists  of  the  King,  House  of  Lords,  and  House  of 
Commons.  The  Cabinet,  and  not  the  King,  is  the  real  executive  in  England.  The 
two  Houses  constitute  what  is  known  as  Parliament. 


34 


HISTORY   OF   THE  UNITED   STATES 


emigration.  Now  that  the  people  had  a  voice  in  making 
their  own  laws  and  levying  their  own  taxes,  Englishmen 
flocked  to  Virginia.  Within  a  year  after  the  people  began 
to  govern  themselves,  the  population  increased  from  600  to 

4,000.  With  the  coming 
of  women  about  that 
time  family  life  found  a 
place  in  Virginia,  and 
the  people  became  pros 
perous  and  contented. 

27.  Great  Need  of 
Labor;  Labor  Supply. — 
A  very  different  class  'of 
men  now  came  to  Vir 
ginia.  Men  with  families 
and  capital  were  ready 
to  plant  homes  where 
returns  for  labor  were 
so  promising.  The  great 
need  was  for  laborers, 
and  to  supply  this  need 
indented  servants  in 
large  numbers  were 
brought  over.  At  first 
these  were  poor  boys 
and  girls  who  were 
bound  to  service  until 

they  became  of  age.  Then  adult  servants,  required  to 
serve  a  term  of  years  to  pay  for  their  passage,  were  sent. 
white  servants  There  were  also  kidnappers  in  England 
sent  to  Virginia,  whose  special  duty  it  was  to  procure  men 
for  service  in  Virginia. 

But  all  these  sources  of  labor  did  not  supply  Virginia's 
demand ;  for  it  frequently  happened  that  the  indented  ser- 
The  first  cargo  vant,  when  free,  himself  became  a  landowner 
of  negro  slaves.  anc|  required  laborers.  Naturally,  then,  the 
slave-trader  sought  this  inviting  market,  and  in  1619 
landed  the  first  cargo  of  negro  slaves  in  Virginia.  At  that 


TOBACCO-PLANT. 


THE   ENGLISH  IN   VIRGINIA   AND    MARYLAND 


35 


time  able-bodied  negroes  could  be  bought  on  the  coast  of 
Guinea  for  a  few  shillings  apiece.  These  negroes  were 
packed  so  closely  for  sailing  that  a  vessel  would  bring 
hundreds  of  them  over  in  a  single  voyage.  Reaching  Vir 
ginia  they  could  be  sold  for  about  the  price  of  a  good  horse. 
The  profits  were  immense  both  to  the  slave-trader  and  the 
slave-owner.  What  the  tobacco  grower  needed  was  an 
abundance  of  cheap  labor,  a  need  which  negro  slavery 
supplied.  Tobacco, 
therefore,  was  large 
ly  responsible  for 
the  introduction  of 
negro  slavery  into 
Virginia. 

28.  Tobacco  Es 
tablishes  Rural  Life. 
— It  was  found  that 
tobacco  quickly  ex 
hausted  the  soil. 
This  led  to  taking 
up  much  new  land 
as  soon  as  the  old 
was  worn  out. 
Large  plantations 
were  the  result. 
Each  planter  tried 
to  secure  a  planta 
tion  on  one  of  the 
many  rivers.  He 
could  then  have  his 
own  wharf,  where 
he  could  ship  his 
tobacco  and  receive 
in  exchange  manu 
factured  goods  from  England.  Under  such  a  system, 
where  each  planter  held  thousands  of  acres  of  land, 
no  large  town  could  grow  up,  and  life  was  wholly 
rural. 


A    WILD    DASH    FOR   LIFE. 
An  incident  of  the  early  slave  trade. 


36  HISTORY  OF  THE  UNITED  STATES 

29.  Berkeley  and  the  People. — In    1660  after  the  over 
throw  of  the  commonwealth  (see  par.  35),  Charles  II.  as 
cended  the  throne  of  England,  and  Sir  William  Berkeley  for 
a  second  time1  became  governor  in  Virginia.     Governor 
Berkeley  cared  very  little  for  the  rights  and  wishes  of  the 
people.     He  was  trying  to  rule  in  America  as  his  despotic 
king  was  ruling  in  England.     Hence  in   1660  there  began, 
between  the  people  on  the  one  side  and  the  king's  party 
headed  by  Berkeley  on  the  other,  a  struggle  that  grew  more 
and  more  bitter  until  it  ended  in  Bacon's  Rebellion  in  1676. 
As  this  rebellion  is  an  event  of  some  importance,  we  may 
well  notice  how  it  came  about.     We  shall  see  in  the  chain 
of  events  some  of  the  causes  of  the  American  Revolution 
which  occurred  one  hundred  years  later. 

30.  Bacon   Leads   an   Uprising  of  the  People   (1676). — 
Charles  II.,  early  in  his  reign,  decided  to  enforce  the  Naviga- 
The  Navigation      tion  Laws  as  a  means  of  increasing  his  revenue. 
Law8-  These  laws  were  very  severe  upon  the  tobacco 
trade  of  Virginia.     They  required  that  the  planters  should 
send  their  tobacco  in  English  vessels  and  to  none  but  Eng 
lish  ports.     They  required  also  that  the  planters  should  buy 
in  England  all  the  European  goods  they  might  need,  and 
that  these  goods  should  be  brought  over  in  English  vessels. 
In  other  words,  the  planter  had  to  sell  his  tobacco  and  buy 
his  manufactured  goods  at  prices  set  by  English  merchants. 
This  nearly  ruined  the  leading  industry  of  the  planters,  and 
they  became  discouraged  and.  exasperated.     In  1670  they 
received  almost  nothing  for  their  tobacco,  and  paid  high 
prices  for  goods  manufactured  in  England. 

At  the  same  time  the  Virginia  Assembly  no  longer  rep 
resented  the  wishes  of  the  people,  but  the  tyrannical  ideas 
Tyranny  of  of  Berkeley.  Having  found  in  1660  a  set  of 

Berkeley.  men2  that  suited  his  views,  Berkeley  for  six 

teen  years  kept  these  men  in  office,  without  an  election  by 

1  Berkeley  was  governor  from  1642-1651. 

*  Between  1650  and  1660,  when  the  Puritans  were  in  control  in  En  gland,  hundreds 
of  the  Stuart  followers,  called  cavaliers,  came  to  Virginia  (see  par.  103),  Many  of 
these  cavaliers  became  planters  of  large  influence  and  naturally  supported  Berkeley. 


THE  ENGLISH   IN  VIRGINIA   AND    MARYLAND  37 

the  people,  by  adjourning  the  assembly  from  year  to  year. 
Popular  rights  were  thus  despised.  Moreover,  suffrage 
was  taken  from  all  except  land-owners  and  "  housekeepers/' 
All  these  things  were  bad  enough,  but  in  1673  the  king 
did  something  far  worse.  He  actually  gave  away  Virginia 
to  two  of  his  favorites  for  thirty-one  years.  This  action 
made  the  colonists  uncertain  about  the  titles  to  their  land 
and  aroused  them  to  a  high  pitch  of  indignation.  When  a 
little  later  the  lives  of  the  settlers  were  threatened  by 
attacks  from  the  Indians  and  Berkeley  refused  to  send 
troops  against  them,  the  people  were  ready 

,  ,,.  XT      i         •    i  T->  Bacon's  Rebellion. 

for  open  rebellion.  Nathaniel  Bacon,  a  young 
man  of  wealth  and  influence  and  a  leader  among  the  peo 
ple,  sought  a  commission  from  the  governor  to  march 
against  the  Indians,  but  the  governor,  fearing  a  revolt, 
refused  to  give  it.  Without  the  commission,  therefore, 
Bacon  led  his  troops  against  the  Indians  and  routed 
them.  The  governor  declared  him  a  rebel  and  traitor. 
Civil  war  followed.  Governor  Berkeley  was  driven  out  of 
Jamestown,  and  the  town  was  burned  by  owners  of  property 
in  order  to  prevent  his  coming  back.  But  Bacon  suddenly 
died  of  fever,  and  Berkeley  returned  to  take  revenge  by 
putting  to  death  more  than  twenty  of  Bacon's  leading 
followers.  Not  pleased  with  Berkeley's  management  of 
affairs,  the  king  summoned  him  to  England  where,  dis 
appointed  and  heart-broken  at  the  king's  rebuke,  he  soon 
afterward  died.  Bacon's  Rebellion  showed  that  the  40,000 
people  in  Virginia  loved  liberty  well  enough  to  shed  their 
blood  in  its  defence. 

We  have  shortly  to  study  settlers  of  a  very  different 
type, — the  New  England  Pilgrims  and  Puritans, — but  before 
doing  so  we  must  glance  at  the  fortunes  of  the  Catholics  in 
Maryland. 

31.  Lord  Baltimore  and  the  Catholics  Settle  Maryland 
(1634). — At  the  time  the  Puritans1  were  coming  over  to 
America  on  account  of  religious  persecution  in  England, 
the  Catholics  also  were  being  badly  treated  because  they 

1  See  par-  40. 


HISTORY   OF  THE  UNITED   STATES 


were  unwilling-  to  conform  to  the  English  church.  Lord 
Baltimore,  a  prominent  Catholic,  wishing  to  secure  freedom 
of  worship  for  English  Catholics,  obtained  from  Charles  I., 
who  was  his  personal  friend,  a  charter  granting  him  the 
land  lying  north  and  east  of  the  Potomac  River  and  on 
both  sides  of  the  Chesapeake  Bay.  Lord  Baltimore  died 
before  the  charter  was  issued,  and  it  was  transferred  to  his 
son.  The  latter  made  a  settlement  in  1634  near  the  mouth 

of  the  Potomac  River,  at  St. 
Mary's,  and  named  his  colony 
Maryland  in  honor  of  the  queen, 
Henrietta  Maria.  Before  proceed 
ing  to  build  houses  for  themselves 
the  colonists  bought  the  land  of 
the  Indians,  and  paid  for  it  with 
axes,  hoes,  and  cloth.  Their  re 
lations  with  the  Indians  were,  with 
rare  exceptions,  most  friendly. 

32.    Lord   Baltimore's   Proprie 
tary  Rights.1 — The  charter  granted 

The    liberal    char-  to      Lord       Baltimore 

ter-  was     extremely     lib 

eral.  The  king  made  him  propri 
etor,  requiring,  as  a  token  of  his 
allegiance  to  the  crown,  two  Indian  arrows  yearly  and  one- 
fifth  of  all  the  gold  and  silver.  Lord  Baltimore  had  almost 
the  powers  of  a  king  in  the  new  colony.  He  could  call 
together  an  assembly  of  the  people's  representatives,  whose 
laws  were  in  force  as  soon  as  he  signed  them,  the  king's 
assent  not  being  required.  The  proprietor  could  coin 
money,  establish  at  his  will  courts  of  law  and  pardon  crim 
inals  ;  and  these  proprietary  rights  were  to  remain  with 
Lord  Baltimore's  descendants.  Thus  we  see  that  he  had 
almost  as  much  power  in  Maryland  as  King  Charles  had 
in  England. 

Besides,  the  Maryland  charter  contained  a  remarkable 

1  Maryland,  Pennsylvania,  and  Delaware  were  the  only  Proprietary  colonies  at 
the  time  of  the  Revolution.     See  par.  m, 


-Vi 


GEORGE    CALVERT    (LORD   BAL 
TIMORE). 


THE  ENGLISH   IN   VIRGINIA  AND    MARYLAND  39 

provision  denying  the  right  of  the  English  government  to 
tax  the  colonists  within  the  province.  The  colonists  were 
to  enjoy  all  the  rights  of  freeborn  Englishmen  in  the  mother 
country,  and  no  taxes  could  be  levied  without  being  voted 
by  the  people's  representatives  in  their  colonial  legislature. 

33.  Disputes    About    Boundaries    and    Religion. — The 
Virginia  colonists  were  greatly  dissatisfied  on  account  of 
the  king's  grant  of  land  to  Lord  Baltimore,    because  the 
same  land,  they  claimed, 

had  already  been  granted 
to  them.  This  dispute 
led  to  fighting  and  blood 
shed,  but  the  king  finally 
decided  the  question  in 
favor  of  Lord  Baltimore. 
Much  later,  after  the  set- 

.  ,.    T-,  ,  .  A    MARYLAND    SHILLING. 

tlement  of  Pennsylvania, 

there  was  a  dispute  also  about  the  boundary  between  that 

colony  and  Maryland.     After  a  long  time  two  riason    and    Dix- 

surveyors,  Mason  and  Dixon,  established  the  on'8  Iine» 

boundary  since  known  as  Mason  and  Dixon's  line  (1763- 

1767). 

In  the  early  days  of  the  colony  every  settler  was  allowed 
to  worship  as  he  pleased — provided  he  worshipped  in  a  Chris 
tian  church  ;  all  were  equally  protected  under  the  laws.  But 
later,  during  Cromwell's  rule  in  England,  the  Protestants,1 
getting  control  of  the  government,  began  to  persecute  the 
Catholics,  and  serious  trouble  followed. 

34.  Prosperity  of  the  People.— But    in    spite   of    many 
disputes  about   boundaries   and    religion  the    colony  pros 
pered.     The  land  was  fertile,  the  climate  delightful,  and  the 
colonists  could  make  their  own  laws.     As  in  Virginia,  life 
was  almost   wholly    rural    during   the  seven-  RUra|  iife  Of  the 
teenth  century.     The  numerous  rivers,  creeks,  people. 

and  inlets  made  communication  so  easy  that  towns,  or  cen 
tres  for  collecting  and  distributing  articles  of  trade,  were  un 
necessary.  Ships  could  bring  whatever  the  planter  needea 

1  Protestants  were  always  more  numerous  in  the  colony  than  Catholics. 


40  HISTORY  OF   THE   UNITED   STATES 

to  his  door,  and  carry  away  in  exchange  the  products  of  the 
plantation, — tobacco  and  Indian  corn.  Like  Virginia,  Mary 
land  derived  much  wealth  from  growing  tobacco,  which 
was  for  a  long  time  the  staple  product  of  the  two  colonies. 


TO  THE  PUPIL 

1.  What  was  the  most  notable  provision  of  the  charter  granted  by  James 

I.  to  the  London  Company?  What  bad  results  followed  the  estab 
lishment  of  the  common  storehouse  ?  What  did  John  Smith  do  for 
the  Virginia  colony  ?  Tell  all  you  can  about  his  character. 

2.  Imagine  yourself  in  Virginia  during  these   early  years,  and   give  an 

account  of  your  life  there.  Impersonating  Pocahontas,  speak  in  the 
first  person  of  your  relations  to  the  whites.  Compare  the  work  of 
Smith  and  Dale. 

3.  Do  not  be  satisfied  until  you  understand  clearly  the  two  great  reforms. 

4.  Study  the  relation  of  soil  and  climate  to  tobacco,  and  of  tobacco  to 

plantation  life  and  to  negro  slavery. 

5.  What  was  Berkeley's  attitude  toward  the  plain  people  ?     How  did  the 

Navigation  Laws  bear  heavily  upon  the  Virginia  planters  ?  In 
what  way  was  Berkeley  tyrannical  ?  Write  a  simple  outline  of  the 
events  which  led  to  an  uprising  of  the  people  under  Bacon  in  1676. 
What  were  the  results  of  this  uprising  ?  Contrast  Bacon  and  Berke 
ley,  and  show  why  you  like  or  dislike  either  of  them. 

6.  Subject  for  debate  :  Resolved,  that  Virginia  owed  a  greater  debt  to 

John  Smith  than  to  Governor  Dale. 

7.  Why  did  Lord  Baltimore  wish  to  plant  a  colony  in  the  New  World  ? 

What  singular  powers  did  the  king  confer  upon  Lord  Baltimore  as 
proprietor  of  Maryland  ?  Be  sure  that  you  know  what  a  proprietor 
was. 

8.  What  remarkable  provision  did  the  Maryland  charter  contain  ?    Note 

the  important  clause  in  the  Maryland  charter  about  "  no  taxation 
without  representation."  What  was  Mason  and  Dixon's  Line  ?  In 
what  respect  -was  the  life  of  the  Maryland  colonists  like  that  of  the 
settlers  of  Virginia?  If  you  can  see  the  relation  of  cause  and  effect 
between  events,  history  at  once  becomes  full  of  meaning  and  life. 
In  looking  for  such  relation,  you  will  find  it  a  great  help  to  bring  to 
your  recitation  at  least  one  written  question  on  every  lesson. 

9.  The  account  of  Bacon's  Rebellion,  as  told  in  Cooke's  Virginia,  is  well 

worth  reading. 


THE  ENGLISH   IN   VIRGINIA  AND   MARYLAND  41 


NOTES 

North  and  South  Caroli?ta  (1663-1729). — In  1663-65  Charles  II.,  desir 
ing  to  reward  eight  of  his  favorite  noblemen,  gave  them  a  grant  of  all  the 
land  between  the  Atlantic  and  the  Pacific  and  extending  from  Virginia  to 
a  point  some  distance  below  St.  Augustine.  Thus  we  see  that  this  land, 
called  Carolina,  had  eight  proprietors,  just  as  Maryland  and  Pennsylvania 
each  had  one. 

The  form  of  government  for  Carolina  was  aristocratic.  It  was  called 
the  Grand  Model,  and  is  said  to  have  been  outlined  by  a  great  English 
philosopher,  John  Locke.  A  few  noblemen  were  to  own  all  'the  land, 
make  the  laws,  and  have  all  the  powers  of  government  in  their  hands. 
The  people  were,  like  the  old  Russian  serfs,  to  be  bought  and  sold  with 
the  land.  Of  course  this  absurd  scheme  was  a  failure.  The  people 
made  so  much  trouble  for  the  proprietors  that  the  latter  were  glad  to  sell 
in  1729  all  their  rights  to  the  king  of  England.  The  king  then  divided 
Carolina  into  North  and  South  Carolina,  appointing  a  governor  for  each 
colony  and  allowing  the  people  in  each  to  choose  their  own  assembly. 

The  population  of  the  two  colonies  wras  composed  of  Englishmen, 
Huguenots,  Germans,  Scotch-Irish,  and  Scotch  Highlanders.  When  the 
Revolution  began,  North  Carolina  was  the  fourth  colony  in  population. 
The  staple  products  of  South  Carolina  were  rice  and  indigo,  and  of  North 
Carolina  were  tar,  pitch,  turpentine,  and  lumber. 

Georgia  (1733). — James  Oglethorpe,  a  brave  soldier  and  wealthy  mem 
ber  of  Parliament,  knowing  how  eager  the  Spaniards  were  to  destroy  the 
weak  English  settlements  in  South  Carolina,  wished  to  plant  a  colony  that 
should  serve  as  a  military  outpost  to  ward  off  the  Spanish  attacks.  But 
this  was  not  his  only  motive.  Being  a  man  of  warm  sympathies,  he  de 
sired  to  find  relief  for  imprisoned  debtors  suffering  in  English  prisons. 
He  therefore  secured  from  the  king  a  grant  of  the  land  lying  between  the 
Savannah  and  the  Altamaha  Rivers  and  extending  westward  to  the  Pacific. 
In  1733  he  planted  at  Savannah  a  colony  in  which  freedom  of  worship  was 
allowed  to  all  but  Catholics.  For  many  years  neither  rum  nor  slaves 
could  be  imported.  But,  believing  that  these  restrictions  interfered  with 
the  prosperity  of  the  colony,  the  people  finally  secured  their  removal.  At 
the  end  of  twenty  years  the  trustees,  to  whom  the  king  had  granted  the 
original  charter,  gave  it  up.  Georgia  then  became  a  royal  colony  and  re 
mained  so  until  the  Revolution. 


CHAPTER   V 


THE    PILGRIMS    AND     PURITANS    IN    MASSACHUSETTS    AND 
CONNECTICUT    (1620-1689) 

REFERENCES:  Scribner's  Popular  History  of  the  United  States,  Land  II.; 
Drake's  Making  of  New  England;  Coffin's  Old  Times  in  the  Colonies; 
Wright's  Children's  Stories  in  American  History;  Winsor's  Narrative  and 
Critical  History,  III.;  Eggleston's  Household  History;  Andrews's  United 
States. 

OUTSIDE  READINGS:  Fisher's  Colonial  Era;  Doyle's  English  Colonies; 
Dodge's  Short  History  of  the  English  Colonies  in  America;  Thwaites's  The 
Colonies ;  Hawthorne's  Grandfather's  Chair ;  Male's  Story  of  Massachusetts ; 
Fiske's  Beginnings  of  New  England ;  Abbott's  Captain  Myles  Standish ;  Earle's 
Child  Life  in  Colonial  Days ;  Earle's  Home  Life  in  Colonial  Days ;  Drake's  On 
Plymouth  Rock ;  Drake's  Making  of  New  England. 

FICTION:  Stowe's  Mayflower;  Austin's  Standish  of  Standish,  Betty  Alden, 
A  Nameless  Nobleman,  Dr.  Le  Baron  and  His  Daughters;  Cogswell's  Regicides. 

POETRY:  Longfellow's  Courtship  of  Myles  Standish. 

35.  England  Under  the 
Stuarts  (1603-1649  and  1660- 
1688). — We  cannot  understand 
who  the  Pilgrims  and  Puri 
tans  were,  why  they  left  their 
homes  in  England,  and  what 
they  did  after  they  came  to 
America,  unless  we  know 
something  of  English  history 
from  1603  to  1689.  With  the 
exception  of  eleven  years 
(1649-1660)  the  Stuart  kings1 
A  PURITAN.  reigned  in  England  during 

1  James  I.  (1603-1625),  Charles  I.  (1625-1649),  Charles  II.  (1660-1685^ 
James  II.  (1685-1688). 

42 


THE   PILGRIMS  AND    PURITANS 


43 


this  period.  These  men  were  oppressive  rulers  and  aroused 

the   opposition   of   many  of   the  best  people  in   England. 

When  James  I.  ascended  the  throne  he  seemed       The  tyrannical 

to  think  that  all  England  and  its  people  were       stuarts. 

his  personal  property.     He  claimed  that  he  ruled  by  divine 

right,    which    was    another 

way  of  saying  that  his  will 

was  law  and  that  the  people 

had  no  rights  which  he  was 

bound  to  respect. 

Accordingly,  there  at 
once  began  a  struggle  be 
tween  the  throne  and  the 
people,  who  were  repre 
sented  by  Parliament.  The 
great  majority  of  the  peo 
ple  claimed  that  they  could 
not  lawfully  be  taxed  with 
out  their  consent;  in  other 
words,  that  no  No  taxatlon  with. 

taxes  COuld  be    out  representa- 

levied    unless  tion> 
voted  by  the  people's  rep 
resentatives  in  Parliament. 
The  Stuarts  tried  to  plan 
various     ways     of     raising 
money  without  asking  Parliament  to  vote  it.     But  this  was 
very  difficult. 

For  eleven  years  (1629-1640)  Charles  I.  ruled  England 
without  Parliament,  and  he  was  so  arbitrary  that  he  brought 
on  the  war  which  ended  in  the  loss  not  only  of  his  crown 
but  of  his  life  (1649).  The  Commonwealth  followed  (1649- 
1660),  England  being  ruled  by  Oliver  Cromwell  and  later 
by  his  son  Richard.  Oliver  Cromwell  became  even  more 
autocratic  than  Charles  I.  had  been. 

After  the  Restoration  Charles  II.,  son  of  Charles  I., 
reigned  till  1685,  when  he  was  succeeded  by  his  brother, 
James  II.  The  latter  was  so  despotic  that  the  people  rose 


OLIVER    CROMWELL. 


44  HISTORY  OF  THE   UNITED   STATES 

against  him  in  the  revolution  of  1688  and  drove  him  out 
of  England.  It  will  greatly  help  us  to  understand  Berkeley 
James  ii.  driven  in  Virginia  and  Andros  in  New  England,  if 
from  England.  we  remember  that  these  men  were  trying  to 
rule  in  America  as  their  royal  masters  were  ruling  in 
England. 

James  I.  was  determined  to  make  every  one  conform  to 
the  Established  Church  in  England.  But  there  were  many 
The  church  of  people  who  did  not  like  its  forms  and  cere- 
Engiand  and  the  monies  and  wished  to  modify  them.  They 

were  called  Puritans  because,  it  was  said,  they 
wished  to  purify  the  Church.  The  Puritans  wished  to  re 
main  in  the  Church  and  reform  it.  Another  party  wished  to 
leave  the  Established  Church,  or  separate  themselves  from 

it,  and  were  therefore  known  as  Separatists  or 

The  Separatists.       _  V  ...       ,        , 

Independents.  They  not  only  disliked  the 
forms  and  ceremonies  of  the  English  Church,  but  they  also 
disapproved  of  church-government  by  bishops.  They 
wished  to  have  a  church  in  which  the  people  only  should 
rule.  Such  a  self  governing  church,  where  each  congrega 
tion  could  elect  its  minister  and  manage  its  own  affairs  with 
out  interference  irom  king  or  bishop,  afterward  became 
known  as  Congregational. 

36.  Pilgrims  Migrate  to  America  (1620). — In  the  early 
part  of  the  reign  of  James  I.  a  number  of  people  in  the 
village  of  Scrooby,  a  small  village  in  Nottinghamshire,  under 
took  to  form  such  a  church.  But  they  were  regarded  as 
The  pilgrims  es-  rebels  and  were  hunted  down,  and  some  of 
cape  to  Holland,  them  were  thrown  into  prison.  At  last,  in 
1608,  they  escaped  to  Holland,  where  they  were  allowed  to 
remain  in  peace  and  to  worship  as  they  pleased. 

But  they  were  not  satisfied  to  settle  permanently  in  Hol 
land,  because  they  did  not  wish  their  children  when  grown 
up  to  intermarry  with  the  Dutch.  They  wished  to  make 
homes  in  a  new  land  and  there  establish  a  free  government 
and  their  own  religion.  After  remaining  in  Holland  twelve 
years,  therefore,  they  decided  to  go  to  America,  in  order  to 
establish  a  self-governing  community  and  bring  up  their 


THE   PILGRIMS   AND    PURITANS 


45 


children  to  be  liberty-loving  and  God-fearing  men  and 
women.  By  reason  of  their  wanderings  these  people  were 
called  Pilgrims.  The  Pilgrims  were  poor,  Their  aims  and 
but  they  were  men  of  strong  will  and  noble  character. 
purpose.  They  tried  to  get  a  charter  from  the  king,  but 
he  refused  to  give  it.  He  led  them  to  believe,  however, 


ENGLAND  AND  HOLLAND. 

0 5*) ytO 200 

Scale  of  Miles. 


that  he  would  not  interfere  with' theii^  project  if  they  did 
not  make  themselves  troublesome  to  him. 

37.  Voyage  and  First  Winter. — After  getting  money  on 
hard  terms  they  started1  over  from  Plymouth,  England,  in 
the  Mayflower  arid  the  Speedwell.  On  account  of  a  leak  the 
Speedivell  was  obliged  to  return,  and  the  Mayflower,  with 
about  one  hundred  people  on  board,  sailed  for  America. 

1  The  Pilgrims  sailed  in  July,  1620,  from  Delftshaven,  the  Port  of  Leyden, 
Holland,  in  the  Speedwell  for  Southampton,  England,  where  the  Mayflower  awaited 
them. 


HISTORY   OF  THE  UNITED   STATES 


THE    MAYFLOWER, 
From  a  model  in  the  Smithsonian  Institution. 


After  a  stormy  voyage  they  anchored  about  the  end  of 
November,  1620,  on  the  northern  shore  of  Cape  Cod.  As 
this  place  was  not  suitable  for  a  settlement,  they  sailed 

across  the  bay  to  a  good 
harbor  and  made  their  fi 
nal  landing  at  Plymouth 
December  21,  1620.  The 
suffering  during  the  first 
winter  was  severe,  and 
before  spring  half  their 
number  were  dead.  But 
when  spring  came  they 
had  no  disposition  to  re 
turn  to  England.  Weak 
as  they  were  in  numbers 
and  possessions,  they 
were  strong  in  manly  purpose  and  brave  enough  to  face 
any  danger  that  threatened  their  little  settlement. 

38.  The  Covenant,  Democracy,  and  the  Church. — Before 
landing  they  signed,  in  the  cabin  of  the  Mayflozver,  a  cove 
nant  in  which  they  agreed  to  make  and  support  such  laws 
as  should  seem  for  the  best  interests  of  all.     John  Carver  was 
chosen  governor.     The  laws  were  made  in  town-meetings, 
in  which  every  man  could  vote.    The  Pilgrims  at  Plymouth 
believed  that  the  people  should  rule ;  they  planted  democ 
racy  in  their  church  and  state.     Some   years   later,1  after 

population  had  increased,  this  pure  democracy 
was  obliged  to  give  place  to  representative 
government.  Governor  Carver  died  during  the  first 
winter,  and  William  Bradford  was  chosen  to  succeed  him. 
Elder  Brewster  was  the  minister,  and  Captain  Myles  Stan- 
dish  was  chosen  military  leader.  These  stout-hearted  lead 
ers  well  represented  the  character  of  the  Plymouth  settlers. 

39.  Relations  with  the   Indians. — For  a  better  defence 
against  the  Indians  the  Pilgrims  organized  their  able-bodied 

1  In  1630  there  were  only  300  settlers.  By  1639  representative,  government 
became  necessary,  and  in  1643  the  population  numbered  3,000.  This  increase  was 
due  to  surrounding  settlements  which  began  to  spring"  up  about  1630. 


Pilgrim  leaders. 


THE   PILGRIMS   AND   PURITANS 


47 


A    CHEST   WHICH    CAME    OVER   IN   THE 
MA  Yf LOWER. 


men  into  small  companies  who  took  turns  in  guarding  the 

settlement  against  surprises  by  the  Indians.     Fortunately 

for  the  Plymouth  settlers,  so  many  of  the  Indians  of  that 

region     had     recently     died 

from    a   pestilence    that   the 

remaining  natives  were  not 

troublesome.      Massasoit, 

chief     of     the     Wampanoag 

Indians,     visited     Plymouth 

in    the    spring    of    1621,   and 

Governor  Bradford  made  a 

treaty    of    peace    with    him 

that  lasted  fifty  years.1 

40.  The  Puritans  and  the  Massachusetts  Bay  Colony 
(1628-1630). — Encouraged  by  the  successes  of  the  Pilgrims, 
many  Puritans  began  to  follow  their  example.  In  1628 
some  of  the  leaders  of  the  Puritan  party  in  England,  men  of 
wealth  and  influence,  formed  a  trading  company.  They 
bought  of  the  Plymouth  Company  a  tract  of  land  along  the 
Massachusetts  coast,  extending  between  the  Charles  and 
Merrimac  Rivers  and  to  within  three  miles  beyond  each, 
and  sent  out  men  to  occupy  it.  Endicott  was  their  leader, 
and  they  settled  at  Salem. 

The  following  year  the  same  trading  company,  with  in 
creased  numbers,  obtained  a  charter  from  the  king,  incor 
porating  it  as  the  Governor  and  Company  of  Massachusetts 
Bay.  Very  likely  Charles  I.  was  quite  willing  to  be  rid  of 
these  liberty-loving,  unruly  subjects.  At  any  rate  he 
granted  them  a  charter  which  was  very  liberal  in  its  terms. 
It  allowed  the  freemen  of  the  company  to  choose  their  own 
governor,  his  deputy,  and  a  council  of  eighteen  The  Puritan8  se_ 
assistants,  and  to  manage  in  every  way  their  cure  a  liberal 
own  affairs.  It  did  not  restrict  its  holders  in  charten 
the  place  of  meeting.  Of  course  this  was  a  distinct  advan 
tage  to  the  promoters  of  the  new  enterprise.  Accordingly, 

1  Later  the  Narragansett  chief,  Canonicus,  sent  to  Plymouth  a  rattlesnake  skin 
containing  a  bundle  of  arrows ;  Governor  Bradford  removed  the  arrows  and,  filling 
the  skin  with  powder  and  shot,  returned  it  to  the  Indians.  This  hint  was  sufficient. 


4»  HISTORY   OF   THE  UNITED    STATES 

in  1629,  when  the  king  was  ruling  with  a  high  hand  and 
setting  at  naught  the  will  of  Parliament  by  levying  taxes 
himself  and  by  throwing  into  prison  those  who  refused  to 
pay  such  illegal  taxes,  these  Puritans  decided  upon  the 
bold  step  of  removing  with  their  chartered  rights  to  New 
England,  where  they  might  find  a 
refuge  from  the  tyranny  of  the  king 
and  build  up  a  government  accord 
ing  to  their  own  ideas. 

In  1630,  under  the  leadership  of 
John  Winthrop,  about  1,000  persons, 
with  horses,-  cattle,  and  stores  of 
The  Puritan  set-  various  kinds,  sailed  for 

ttements  in  1630.      M  aSSacll  U  SCttS.     This 

new  colony,  called  the  Massachusetts 
Bay    Colony,    made    settlements    at 
Charlestown,  Boston,  Roxbury, 
and    Watertown.      John    Win 
throp  was  made  the  first  gov 
ernor.      Like     the     Plymouth 
--colony  they  established  a  gov 
ernment    democratic   in    form, 

MYLES  STANDISH  but  unlike   the   Plymouth    col 

ony  they  were  men  of  wealth 

and  culture.  Some  of  them  were  relatives  of  the  greatest 
men  of  the  day.  They  were  men  of  wisdom  and  energy 
also,  and  might  have  made  great  names1  for  themselves  in 
England.  It  must  have  been  a  strong  motive  that  led 
them  to  sacrifice  so  much.  We  shall  see  how  tenaciously 
they  held  to  the  rights  which  those  sacrifices  had  bought. 

41.  The  New  England  Township. — Unlike  ordinary 
colonists,  the  Puritans  came  in  large  communities  with  their 
plans  of  government  fully  matured.  They  were  not  Sepa 
ratists  in  England  as  the  Pilgrims  had  been,  but  the  church 
they  established  in  Massachusetts  was  independent  and  Con 
gregational.  Each  congregation  formed  a  settlement,  and 

1  Stoughton,  lieutenant-governor  of  Massachusetts  (1692-1701),  said,  "God 
sifted  a  whole  nation  that  He  might  send  choice  grain  over  into  this  wilderness." 


THE   PILGRIMS   AND   PURITANS 


49 


PILGRIM   TYPES. 


each  settlement  consti 
tuted  a  township  and 
parish  whose  boundaries 
were  one  and  the  same, 
and  usually  included  an 
area  of  from  forty  to 
sixty  square  miles.  Each 
parish  had  one  church 
or  meeting-house,  where 

all  business,  The  meeting-house 

church  or  and  the  village. 
civil,  was  transacted.1 
Later  the  people  erected 
a  separate  building  for 
their  town  meetings  and 
called  it  a  town-house 
or  town-hall.  The  meet 
ing  house  and  the  town- 
house  were  the  centres 

about  which  clustered  the  villages.  In  order  to  meet  the 
more  easily  for  worship  the  settlers  built  their  houses  close 
together.  Perhaps  another  reason  was  to  secure  a  better 
defence  against  the  Indians. 

42.  Church  and  State.— The  charter  permitted  all  free 
men  to  vote,  but  the  Puritans  came  to   New  England  to 
establish  and  preserve  what  was  most  dear  to  them,  their 
own  religious  and  political  freedom— in  no  sense  religious 
toleration.    When  the  first  elections  were  held,  Puritan8  allow 
therefore,  it  was  enacted  that  no  one  should   none  but  church 
be  admitted  a  freeman  and  so  have  a  right  to  members  to  vote- 
vote  who  was  not  a  member  of  one  of  the  churches  of  the 
colony.     The  union  of  church  and  state  was  thus  complete. 

At  first  the  freemen  met  with  the  governor,  his  deputy, 
and  council  of  assistants  to  make  such  laws  as  pertained  to 
the  general  welfare  of  the  several  towns.  But  after  a  time, 
when  the  towns  and  freemen  had  so  multiplied  that  it  be- 

1  As  early  as  1631  it  was  decided  that  none  but  church  members  should  be 
admitted  as  freemen. 


50  HISTORY   OF   THE   UNITED   STATES 

came  inconvenient  for  them  all  to  meet,  each  town  began 
to  send  representatives,  or  deputies,  to  the  legislature,  or 
General  Court  (1634),  just  as  each  settlement  or  borough  in 
Virginia  sent  representatives  to  the  House  of  Burgesses. 


MYLES  STANDISH'S  BILL  OF  EXPENSES  AFTER  HIS  VISIT  TO  THE  INDIANS. 

43.  Massachusetts  Gets  Control  of  the  Connecticut 
Valley  (1633-1636). — Some  time  before  the  Massachusetts 
Bay  Company  had  made  settlements  on  the  New  England 
coast  the  Dutch  had  become  established  in  New  York  (then 
New  Amsterdam)  on  the  Hudson,  where  they  were  engaged 
in  the  fur  trade  with  the  Indians.  Claiming  the  land  as  far 
east  as  the  Connecticut  River,  they  built  a  small  fort  at 


THE   PILGRIMS  AND   PURITANS 


Hartford  in  the  interest  of  the  fur  trade.     In  1633  Massa 
chusetts  sent  up  the  Connecticut  a  vessel,  which  in  spite  of 
Dutch  protests  sailed  to  Windsor,  six  miles        The  Dutch  at 
above    Hartford.     There    the    Massachusetts        Hartford. 
men  built  a  house  for  trading  with  the  Indians.    Two  years 
later  John  Winthrop,  by  building  a  fort  called  Saybrook 
at  the  mouth  of  the  river,  cut  off 
the  Dutch  fort  at  Hartford  from 
the  support  of  New  Amsterdam. 
The  way  was  now  open  for  Mas 
sachusetts   to   send    settlers   into 
the  valley  of  the  Connecticut. 

44.  Massachusetts  Settles  the 
Connecticut  Valley  (1635-1636). — 
In  1635  3,000  more  settlers  came 
from  England  to   Massachusetts, 
where,  some  of  them  maintained, 
there  was  not  enough  good  land 
for  the  many  people  now  in  that 
colony.     The  complaint  of 

the  lack  of  land  came 
mainly  from  three  of  the 
eight  Massachusetts  towns. 
On  hearing  of  the  fertile 
soil  of  the  Connecticut  val 
ley  a  great  part  of  the 
people  of  these  three  towns 

decided  to  make  settlements  there.  When  they  migrated 
to  Connecticut  they  settled  the  three  towns  of  Hartford, 
Wethersfield,  and  Windsor.  The  principal  settlement  at 
settlement  was  made  at  Hartford  in  June,  Hartford. 
1636.  Under  the  leadership  of  their  minister,  Thomas 
Hooker,  one  hundred  men,  women,  and  children  came 
overland  from  Cambridge  (then  Newtown),  driving  their 
cattle  before  them.  It  took  them  two  weeks  to  make  the 
toilsome  journey  through  the  woods  to  their  new  home. 

45.  Thomas    Hooker    and    Democracy. — There    is    not 
much  doubt  that  the  principal  reason  why  these  three  towns 


GOV.   JOHN    WINTHROP. 


52  HISTORY   OF   THE   UNITED    STATES 

wished  to  move  to  Connecticut  was  political.  Many  peo 
ple  did  not  approve  of  the  Puritan  idea  held  in  Massachusetts 
of  allowing1  only  church  members  to  vote.  Nor  did  they 
like  to  have  the  clergy  take  a  controlling  part  in  political 
life.  Thomas  Hooker,  the  minister  at  Cambridge,  was  the 
leader  of  this  movement  in  favor  of  a  more  democratic  sys 
tem.  John  Winthrop  and  other  Puritan  leaders  believed 
in  government  by  only  a  part  of  the  people.  They  did  not 
believe  that  all  the  people  were  wise  enough  to  govern 
well.  But  Thomas  Hooker,  like  Abraham  Lincoln,  believed 
in  government  "  of  the  people,  by  the  people,  and  for  the 
people." 

46.  The  Connecticut  Constitution  (1639). — In  l&39  the 
three  towns  of  Hartford,  Wethersfield,  and  Windsor  united 
under  one  government.  The  constitution  which  they 
adopted  was  the  first  written  constitution  in  all  history 
upon  which  a  government  was  built  up.  Another  interest 
ing  fact  about  this  constitution  is  that  in  it  no  mention  was 
made  either  of  the  king  or  of  the  English  company1  hold- 
Government  by  ing  a  patent  of  the  land.  This  constitution 
the  people.  was  made  by  the  people,  in  the  interests  of  the 

people,  and  showed  that  Thomas  Hooker  and  his  followers 
had  faith  in  the  ability  of  the  people  to  manage  their  own 
affairs.2  In  the  Connecticut  colony  all  freemen,  whether 
church  members  or  not,  could  vote. 

The  New  Haven  colony  was  founded  in  1638  by  a 
small  body  of  men  under  the  leadership  of  John  Daven- 
New  Haven  coi-  port  and  Theophilus  Eaton.  They  based 
°"y-  their  laws  strictly  upon  the  Bible,  and  like  the 

Massachusetts  Bay  colonists  allowed  none  but  church 
members  to  vote. 

After  the  Restoration  Connecticut,  in  order  to  confirm 

1  In  1630  the  Council  for  New  England  granted  the  patent  to  the  Earl  of  War 
wick.  In  1631  he  assigned  it  to  Lord  Say-and-Sele  and  others. 

-  Alexander  Johnston  says:  "  It  is  on  the  banks  of  the  Connecticut,  under  the 
mighty  preaching  of  Thomas  Hooker,  and  in  the  constitution  to  which  he  gave  life 
if  not  form,  that  we  draw  the  first  breath  of  that  atmosphere  which  is  now  so  famil 
iar  to  us.  The  birthplace  of  American  democracy  is  Hartford." 


54 


HISTORY   OF   THE   UNITED   STATES 


her  rights,  thought  it  best  to  secure,  if  possible,  a  charter 
from  the  king.  Governor  Winthrop  was  sent  to  England, 
and  by  his  tact  and  pleasing  address  succeeded  in  obtain- 
The  Connecticut  ing  a  charter  (1662)  for  the  territory  which 
charter.  included  Hartford,  New  Haven,  and  all  the 

other  settlements1  that  had  been  made  in  what  is  now  Con 
necticut.  This  charter  was  so  liberal  and  satisfied  the  peo 
ple  so  well  that  it  afterward  became  the  State  Constitution 

and    remained    in    force 
till  1818. 

47.  Religious  Intoler 
ance  in  Massachusetts 
Leads  to  the  Settlement 
of  Rhode  Island  (1636).— 
We  must  remember  that 
the  Puritans  did  not 
come  to  New  England  to 
establish  religious  free 
dom,  but  to  form  a  state 
where  they  should  have 
freedom  for  their  own 
religion.  They  thought 
their  own  safety,  cer 
tainly  their  own  welfare, 
depended  upon  having 
none  but  members  of  the 
church  take  any  part  in 
government.  But  while 

none  but  church  members  could  vote,  all  were  obliged  to 
pay  taxes  for  the  support  of  the  church  and  were  corn- 
Roger  Williams  pelled  to  attend  its  services.  Roger  Will- 
and  his  views.  iams,  a  young  man  of  pure  spirit  and  strong 
conviction,  who  had  become  pastor  of  a  church  at  Salem 
(1633),  declared  this  system  to  be  wrong.  He  asserted 
that  no  man  should  be  obliged  to  pay  taxes  to  support 
any  church,  nor  should  he  be  punished  by  the  magistrates 
for  not  attending  church  services.  His  belief  was  that 

1  Saybrook  was  purchased  by  the  Connecticut  colony  in  1644. 


FIRST   CHURCH    AT    SALEM. 


THE   PILGRIMS  AND   PURITANS  55 

every  man  should  settle  all  such  matters  with  his  con 
science  and  his  God.  Williams  stirred  up  the  Puritans 
by  declaring,  also,  that  they  had  no  just  claim  to  the  land 
they  lived  on.  The  land  was  theirs  because  the  king  had 
granted  it  to  the  Massachusetts  Bay  Company.  But  the 
land,  Williams  said,  had  never  become  the  king's  property ; 
it  belonged  to  the  Indians ;  and  the  king,  therefore,  could 
not  grant  to  anybody  what  was  not  his  own. 

This  strange  way  of  looking  at  the  authority  of  the 
magistrates  and  at  property  rights  alarmed  the  Puritans, 
especially  as  the  English  government  was  already  none  too 
friendly.  They  very  much  feared  that  the  English  king, 
hearing  of  the  disturbance  which  these  new  teachings  had 
caused  in  the  colony,  would  hasten  to  take  away  the 
charter.  Hence  they  looked  upon  Roger  Williams  as  a 
dangerous  person  and  drove  him  out  of  the  colony.1  He 
went  to  Rhode  Island  and  made  a  settlement 

Koger  Williams 

at  Providence  (1636).     Rhode  Island  became     driven  out  of 
a  refuge  for  all  who  were  seeking  for  a  place     nassachU8etts- 
to  worship  freely  in  accordance  with  their  chosen  faith. 

Another  disturber  of  the  public  peace  was  Mrs.  Anne 
Hutchinson,  an  able  woman  who  had  recently  come  from 
England.  She  gave  religious  lectures  which  were  opposed 
in  their  doctrines  to  those  of  the  regular  clergy,  and  caused 
great  excitement.  Although  some  of  the  leading  men  were 
included  among  her  followers  she  was  banished  from  the 
colony. 

48.  The  New  England  Confederacy  (1643).  —  The 
Dutch,  angry  at  the  loss  of  their  fur  trade  in  the  Connecti 
cut  valley,  had  twice  tried  to  drive  the  English  away.  The 
French  in  Canada  were  trying  to  push  their  claims  to  the 

1  As  soon  as  Roger  Williams  learned  that  the  Puritan  magistrates  had  decided 
to  send  him  back  to  England,  he  made  his  escape  in  midwinter  to  the  wilderness. 
Here  he  wandered  about  for  fourteen  weeks,  through  deep  snows,  sometimes  sleep 
ing  in  hollow  trees  at  night  and  sometimes  getting  food  from  the  Indians.  Early 
in  the  following  summer,  with  five  friends  from  Salem,  he  crossed  the  Narragansett 
Bay  in  search  of  a  new  home.  Canonicus,  chief  of  the  Narragansetts,  gave  him  a 
tract  of  land  where  he  made  a  settlement,  calling  it  Providence,  in  token  of  God's 
care  for  him  during  his  time  of  trouble. 


HISTORY  OF  THE  UNITED   STATES 


south,  and  the  Indians,  either  as  allies  of  the  French  or  the 
Dutch  or  on  their  own  account,  threatened  on  all  sides. 
Enemies  of  the  Connecticut,  therefore,  proposed  to  Massa- 
New  England  coi-  chusetts  a  union  of  the  New  England  colonies 
for  mutual  defence.  In  1643  articles  were 
agreed  upon  at  Boston  by  representatives  from  Massachu 
setts,  Plymouth,  Connecticut,  and  New  Haven,  uniting  the 
colonies  in  a  confederation  for  "  mutual  safety  and  welfare." 

This  confederacy  was  important  because  it  taught  the 
colonies  how  to  unite  and  made  stronger  their  feeling  of 
independence.  It  prepared  the  way  for  the  Albany  Con 
gress,  the  Continental  Congress,  and  the  union  of  the  States 
in  1789. 

49.  The  Quakers  in  New  England. — In  1656  the  Massa 
chusetts  colonists  were  greatly  alarmed  to  learn  of  the 
arrival  of  two  Quakers.  These  persons  were  at  once 
thrown  into  prison  until  the  ship  in  which  they  had  come 
should  sail,  and  boards  were  nailed  on  their  prison  windows 
Punishment  of  the  to  prevent  them  from  communicating  with 
Quakers.  people  outside.  But  in  spite  of  this  harsh 

treatment  the  Quakers  continued  to  come.  Fined,  im* 
prisoned,  whipped  without  mercy,  mutilated,  and  driven 
from  the  colony  on  penalty  of  death,  they  still  persevered. 


THE   PILGRIMS   AND   PURITANS 


57 


unty    | —    V  n  f  to — pvantmg        uxg — c«  \*a  an — gpvctnino  Oy  fitwo   • 


•^x>vCcd  Ocou^rt  feavcaj 


ototua .  L-7uaci>tO.  ano  gg  «MvO  »i»fiut«  Ott)tT 
X>pon  U)t  Plmixf  ontotfo  untQux  iQt  jyonfett 


tntoixt  tptX  atau^«y  XMivt  ,<uit  t»o.  (utuaU.c  yoTfMfi  QXiAVlattKS  6y  u»y  otfr 


OF   THE    MASSACHUSETTS    CHARTER.- 

Not  until  four  of  them  were  hanged  did  a  reaction  in  their 
favor  set  in. 

We  are  led  to  ask  why  the  Quakers  persisted  in  coming 
to  Massachusetts  in  the  face  of  such  deadly  opposition, 
and  why  the  Puritans  were  so  horrified  to  have  them  in 
the  colony.  The  first  question  is  quickly  answered.  The 
Quakers  were  zealous  to  make  converts  and  were  more  than 
willing  to  suffer  for  their  teachings.  In  answering  the 
second  it  may  be  said  that  the  Quakers  held  Peculiar  ideas  of 
in  small  esteem  both  the  political  and  religious  the  Quakers. 
system  of  the  Puritans.  The  ideal  of  the  Quakers  was  a 
separation  of  church  and  state.  They  were  guided  by 
what  they  called  the  "  inner  light,"  or  conscience.  This 
was  to  them  a  supreme  authority  to  be  obeyed  in  spite  of 
law  or  punishment.  As  they  did  not  approve  the  Puritan 
system  they  refused  to  take  the  oath  of  allegiance,  to  pay 
taxes,  or  do  military  service. 

To  the   Puritans   the  success  of  Quakerism  meant  the 
overthrow  of  Puritanism.     The  Puritans  said,  Why the Purltan8 
"  We  have  come  over  to  New  England  to  es-  persecuted  the 
tablish  a  church  and  state  after  our  own  ideal.  Quaker8- 
If  the  Quakers  and  others  do  not  like  our  system  let  them 
go  elsewhere,  as  we  did  when  we  left  England." 


HISTORY  OF  THE  UNITED   STATES 


50.  Trouble  with  England  and  Loss  of  the  Massa 
chusetts  Charter  (1684). — During  the  first  thirty  years  of 
its  existence,  Massachusetts,  left  pretty  much  alone  by 
independent  atti-  England,  had  improved  her  opportunities  to 
tudeofMassa-  build  up  a  strong  and  independent  govern 
ment.  The  stormy  reign  of  Charles  I.  had 
not  permitted  any  oversight  on  the  part  of  England.  The 
commonwealth  which  succeeded  (see  par.  35),  being  Puritan 

in  its  sympathies,  allowed  the 
colony  to  follow  its  own  course. 
But  the  conditions  which  had 
favored  her  growth  thus  far  were 
giving  way.  After  the  Restora- 
tion  (1660),  it  was  not  to  be  ex- 
pected  that  Charles  II.  would 
overlook  the  growing  importance 
and  independent  attitude  of  the 
Massachusetts  colony.  That 
would  be  too  much  to  expect  of 
any  king,  especially  of  a  Stuart 
king.  Moreover,  Massachusetts 
had  used  her  power  in  such  a 
way  as  to  make  many  enemies. 
Her  custom  of  excluding  from 
the  colony  people  like  Roger  Williams  and  Anne  Hutch- 
inson,  whose  religious  views  differed  from  her  own,  had 
Enemies  of  Massa-  driven  some  men  of  influence  back  to  England. 
chusetts.  Others  who  were  not  members  of  the  Congre 

gational  Church  had  of  their  accord  returned  to  England, 
because  in  Massachusetts  they  could  get  no  voice  in  the 
government.  As  a  result,  these  men  cherished  only  ill-will 
toward  the  colony  which  had  caused  them  so  much  trouble. 
All  these  aggrieved  persons  found  means  of  carrying 
into  the  king's  court  mischievous  reports  of  the  doings  of 
the  colony.  For  instance,  it  was  rumored  that  Massachu 
setts  had  raised  money  without  the  king's  sanction,  and  had 
given  a  hearty  welcome  to  two  of  the  judges  who  had  sen 
tenced  Charles  I.  to  death,  and  who  afterward  had  escaped 


SIR   EDMUND   ANDROS. 


THE  PILGRIMS  AND  PURITANS 


59 


to  Massachusetts.    Furthermore,  it  was  said  that  Massachu 
setts  had  broken  the  Navigation  Laws,  which  forbade  the 
colonies  to  receive  foreign  vessels  into  their      Com  |a|nta 
ports  or   to   trade  with  any  except  English      against  Massa- 
ports  or  ports  belonging  to  England.     This      chusetts- 
political  sin  was  especially  grievous  to  English  merchants, 
and  robbed  the  king  of  his 
revenue. 

The  time  had  therefore 
arrived  for  England  to  find 
means  of  humbling  her  am- 
bitious  colonists.  But  it 
was  not  until  after  a  long 
struggle  that  the  charter 
was  finally  annulled  in  1684. 
The  Government  and  Com 
pany  of  Massachusetts  then 
passed  out  of  existence. 

51.  Andros,  the  Stuart 
Governor  in  New  England 
(1686-1689).— Charles  II. 
died  and  James  II.  suc 
ceeded  him.  In  1686  he 
appointed  Sir  Edmund  An 
dros  governor  of  all  New 
England  and,  later,  of  New 

York  and  New  Jersey  also.     Andros  truly  represented  the 
despotic  will  of  his  royal  master.    He  was  especially  tyran 
nical   in   Massachusetts,  because  this  colony     Tyranny  of  An_ 
had  taken  such  an  independent  attitude  tow-     dros  in  Massa. 
ard  England.      He  at  once  declared  that  inas-     chusetts- 
much  as  the  colonists  had  lost  their  charter  they  could  no 
longer  lay  any  legal  claim  to  their  lands.     They  could  hold 
them  only  by  paying  money  as  a  quit-rent  to  the  king.    The 
privilege  of  making  their  own  laws  and  levying  their  own 
taxes  in  town  meetings  and  General  Court1  was  also  taken 

1  General  Court  was  the  name  for  the  colonial  legislature.     The  term  is  still 
applied  to  the  Massachusetts  legislature. 


PROVINCE  RUEED  OVER 
BY  SIR  EDMUND  ANDROS,  TG88. 

0          50        100  200  800 


6o 


HISTORY   OF  THE   UNITED   STATES 


away.  Andros  and  a  council  of  his  own  choosing  now 
made  the  laws  and  levied  the  taxes.  The  colonists  rebelled, 
but  the  king  stood  back  of  the  governor,  and  resistance  was 
useless.  Freedom  of  the  press  was  no  longer  allowed,  and 
men  were  illegally  thrown  into  prison.  Indeed,  the  condi 
tion  of  the  people  was  little  short  of  slavery. 


jfi 


THE   CHARTER   OAK. 

In  1687  Andros  went  to  Hartford  to  secure  the  Connect 
icut  charter.  The  conference  was  so  long  and  heated  that 
it  continued  till  dark,  when  suddenly  the  candles  were  blown 
Andros  fails  to  se-  out  an(^>  as  tne  traditional  story  goes,  the 
cure  the  connect!-  charter  was  snatched  from  the  table  and  hid 
den  in  an  oak-tree  l  afterward  historic  as  the 
"  Charter  Oak."  But  the  colonists  were  obliged  to  give 
up  their  charter  government  and  to  acknowledge  Andros 
as  Governor. 

1  In  1856  the  noble  old  tree,  which  stood  in  what  is  now  Charter  Oak  Place, 
Hartford,  was  blown  down,     A  marble  tablet  marks  the  spot. 


THE  PILGRIMS   AND   PURITANS  61 

Andros,  however,  pressed  his  tyranny  too  far.  As  soon 
as  the  people  heard  that  King  James  II.  was  driven  from 
the  throne  of  England,  they  seized  Andros,  threw  him  into 
prison,  and  later  sent  him  back  to  England.  Andros  in 
Massachusetts  and  Berkeley  in  Virginia  were  both  intensely 
hated  and  bitterly  remembered.1 

52.  Industries  and  Trade  in  New  England. — As  AVC 
have  seen,  soil  and  climate  favored  the  growth  of  tobacco 
on  large  plantations  in  Virginia,  where  life  was  rural.  This 
was  not  true  in  New  England.  There  the  soil  was  rocky, 
and  the  climate  was  too  cold  for  the  growth  of  tobacco. 
The  people  lived  mostly  in  towns,  usually  not  far  from  the 
coast.  Near  the  towns  were  the  farms  of  those  who  tilled 
the  soil. 

In  Virginia  the  many  sluggish  rivers  made  it  easy  for 
vessels  to  reach  the  wharves  of  the  plantations.  In  hilly 
New  England  the  swift-running  streams  were  not  so  navi 
gable,  but  were  useful  for  turning  the  wheels  of  mills  and 
factories.  Naturally,  manufacturing  on  a  small  scale  began 
early  in  New  England.  In  addition  to  saw-mills  and  weav 
ing-mills  the  New  Englanders  had  factories  for  making 
salt,  gunpowder,  and  glass-ware.  Good  fishing  off  the  coast 
led  to  a  considerable  export  trade  in  dried  fish.  The  exten 
sive  forests  furnished  lumber  for  ship-building  and  com 
merce.  At  an  early  day  New  England  started  the  ship 
building  industry,  for  which,  in  later  New  England  history, 
the  people  became  famous. 


TO  THE   PUPIL 

1.  In  what  ways  were  the  Stuart  kings  tyrannical  ?    Name  two  or  three 

results  of  their  struggles  with  the  people  of  England. 

2.  Who  were  the  Puritans  ?  the  Pilgrims  ?     Why  did  the  Pilgrims  wish 

to  emigrate  to  America  ? 

3.  Explain  how  the  settlers  at  Plymouth  first  made  their  laws.     What 

were  their  relations  with  the  Indians  ? 

1  It  is  only  fair  to  say  that  Andros  was  personally  a  far  more  honorable  man 
than  Berkeley. 


62  HISTORY  OF  THE   UNITED   STATES 

4.  State  the  leading  provisions  of  the  charter  which  the  Puritans  ob 
tained  from  the  king.  What  was  the  township  ?  Why  would  the 
Puritans  allow  none  but  church  members  to  vote  ?  What  form  of 
government  did  they  have  ? 

5.  Name   points   of  difference  between  the  Pilgrims  and  the  Puritans. 

Which  do  you  like  the  better,  the  Pilgrims  or  the  Puritans  ?  Give 
your  reasons. 

6.  How  did  the  Massachusetts  people  get  control   of  the  Connecticut 

valley  ?  How  did  Thomas  Hooker  and  John  Winthrop  differ  in  their 
ideas  of  government  ?  Tell  all  you  can  about  the  Connecticut  Con 
stitution. 

7.  Why  did  the   Puritans   send    Roger  Williams  out  of  their  colony  ? 

Subject  for  debate  :  Resolved,  that  the  Puritans  were  right  in  their 
treatment  of  Roger  Williams. 

8.  What  were  the  causes  and  results  of  the  New  England  Confeder 

acy  ?  Do  you  think  that  if  you  had  been  a  Puritan  you  would  have 
joined  in  persecuting  the  Quakers  ?  Give  your  reasons. 

9.  What  enemies  did  Massachusetts  make  ?    What  complaints  did  they 

raise  against  the  colony  ?  Compare  the  rule  of  Andros  in  Massa 
chusetts  with  that  of  Berkeley  in  Virginia.  In  what  respects  were 
these  governors  like  the  Stuart  kings  ? 

10.  How  did  the  life  and  occupations  of  the  people  in  Virginia  differ  from 
those  of  the  people  in  Massachusetts  ? 

11.  Read  Austin's  Standish  of  Standish  and  Longfellow's  Courtship  of 
Miles  Standish. 

NOTES 

New  Hampshire  (1623). — Two  years  after  the  Pilgrims  landed,  the 
Council  of  Plymouth  granted  to  Sir  Ferdinando  Gorges  and  Captain  John 
Mason  the  territory  between  the  Merrimac  and  the  Kennebec  Rivers.  In 
1623  fishing  stations  were  begun  at  Dover  and  Portsmouth.  Later, 
Mason  and  Gorges  divided  the  territory  between  them.  Mason  took  the 
part  west  of  the  Piscataqua,  which  he  named  New  Hampshire  after  his 
own  county  of  Hampshire  in  England ;  Gorges  took  the  part  east  of  the 
same  river,  naming  it  Maine.  The  proprietors  left  the  early  settlers  to  do 
pretty  much  as  they  liked.  Massachusetts  claimed  all  the  territory,  but  to 
make  certain  her  claim  bought  out  the  heirs  of  Gorges  (1677)  for  $6,000. 
Maine  continued  as  a  part  of  Massachusetts  till  1820.  New  Hampshire  re 
mained  for  a  long  time  under  the  protection  of  Massachusetts.  After  sever 
ing  connection  with  Massachusetts  three  times,  New  Hampshire  became  a 
separate  royal  co4ony  in  1741,  and  so  continued  until  the  Revolution. 


CHAPTER   VI 

THE    DUTCH    IN    NEW   YORK  AND    THE    QUAKERS    IN    PENN 
SYLVANIA  (1609-1689) 

REFERENCES :  Scribner's  Popular  History  of  the  United  States,  II.  and  III.; 
Wright's  Children's  Stories  in  American  History  ;  Drake's  Making  of  Virginia 
and  the  Middle  Colonies;  Richardson's  History  of  Our  Country;  Morris's  Half 
Hours  with  American  History ;  Andrews's  United  States,  I. 

OUTSIDE  READINGS:  Fisher's  Colonial  Era;  Doyle's  English  Colonies; 
Lodge's  Short  History  of  the  English  Colonies  in  America ;  Thwaites's  The  Col 
onies;  Bancroft's  United  States,  I.;  Winsor's  Narrative  and  Critical  History, III.; 
Fiske's  The  Dutch  and  Quaker  Colonies  in  America;  Buell's  William  Penn. 

FICTION :  Irving's  Knickerbocker's  History  of  New  York. 

53.  Henry  Hudson  Seeks  the  Northwest  Passage 
(1609). — In  1609  Henry  Hudson,  an  English  navigator,  was 
employed  by  the  Dutch  East  India  Company  to  sail  in 
search  of  a  short  northwest  passage  to  India.  Holland  was 
then  one  of  the  greatest  commercial  countries  in  the  world, 
and,  like  the  other  great  European  powers,  desired  to  find  a 
shorter  route  for  the  trade  that  was  making  her  people  rich. 
Hudson  crossed  the  Atlantic,  and  with  a  crew  of  twenty 
men,  in  the  Half-moon,  sailed  up  the  river  which  now  bears 
his  name.  He  held  the  familiar  belief  of  his  time,  that  the 
East  Indies  could  be  reached  by  a  short  water-route  through 
North  America,  which  was  supposed  to  be  a  narrow  conti 
nent.  But  after  sailing  as  far  as  the  present  site  of  Albany 
he  could  go  no  farther,  and  gave  up  his  plan  of  finding  the 
East  Indies  by  that  route.  Although  he  did  not  find  a  short 
passage  to  the  Pacific,  he  discovered  the  Hudson  River 
which  was  a  great  water-way  for  the  Dutch  fur  traders 
coming  later.  He  also  won  the  good-will  of  the  Indians. 

63 


HISTORY   OF  THE  UNITED   STATES 


It  was  worth  much  to  the  Dutch  that  Hudson  came  to  the 

Indians  as  a  friend.     The  same  year  Champlain,  a  French 

explorer  and  trader,  made  deadly  enemies  of 

Hudson  wins  the         ,  r 

good-win  of  the  these  same  Indians,  the  Iroquois,  who  gave 
him  §"reat  Double  and  hindered  the  French 
in  their  work  of  exploration  and  colonization. 

54.  Dutch    Claims   to    New    Netherland. — During  the 
next  few  years  Dutch  traders  continued  to  visit  the  region 

of  the  Hudson,  and  in  1615  the 
Dutch  States-General  gave  a  char 
ter  to  a  company  of  merchants.  In 
this  charter  the  new  qountry  was 
named  New  Netherland.  A  small 
trading-house  was  erected  on  the 
present  site  of  Albany,  and  a  sim 
ilar  one  was  built  on  Manhattan 
Island  at  the  mouth  of  the  river. 

Real  colonizing  did  not  begin 
until  1623,  when  the  West  India 
Company,  which  had  been  char 
tered  two  years  before  for  pur 
poses  of  settlement  and  trade,  be 
gan  to  send  out  colonists.  Some 
of  these  settled  on  the  Delaware, 
or  South  River,  some  on  the  Hudson,  or  North  River,  some 
on  Long  Island,  and  a  few  remained  on  Manhattan  Island. 
The  Dutch  built  Fort  Orange,  where  Albany  now  stands. 
In  1626  Peter  Minuit,  governor  of  New  Netherland,  founded 
Dutch  settlements  New  Amsterdam  (now  New  York  City)  on 
and  forts.  Manhattan  Island,  which  he  bought  from  the 

Indians  for  trinkets  worth  twenty-four  dollars.  These  early 
colonies  opened  a  successful  trade  with  the  Indians,  with 
whom  they  kept  on  good  terms,  but  they  did  not  cultivate 
the  soil  and,  therefore,  their  settlements  did  not  thrive. 

55.  The    Patroons. — To     encourage     emigration     the 
States-General  of  Holland  granted  to  the  company  a  new 
charter  by  which  the  patroon  system  was  established.    This 
system  permitted  any  member  of  the   Dutch  West  India 


A  DUTCH  OFFICER  OF  THE 
SEVENTEENTH  CENTURY. 


THE  DUTCH  IN  NEW  YORK  65 


/  \  \  ~ 

A  GROUP   OF   SEVENTEENTH   CENTURY   DUTCHMEN. 

Company  who  would,  within  four  years,  bring  into  the  col 
ony  fifty  settlers,  to  own  a  landed  estate  with  a  water  front 
of  sixteen  miles  if  on  but  one  side  of  the  Hudson,  or  of 
eight  miles  if  on  both  sides.  This  great  land-owner  or 
patroon  might  extend  his  estate  inland  as  far  Power  and  duties 
as  he  thought  desirable.  In  all  cases  the  land  of  the patroons. 
was  to  be  fairly  bought  of  the  Indians.  These  patroons 
exercised  almost  absolute  power  over  their  tenants.  In  factl 
the  patroons  resembled  feudal  lords,  and  the  tenants  resem-J 
bled  the  vassals  of  feudal  times.  It  should  be  noted  that 
the  patroons  were  each  required  to  support  a  minister  and 
a  school  teacher,  in  order  that  religious  education  should 
not  suffer.  This  wise  provision  indicated  the  sturdy,  whole 
some  character  of  the  Dutch  people. 

56.  The  Dutch  Win  the  Friendship  of  the  Iroquois 
Indians  and  thus  Secure  an  Extensive  Fur  Trade. — By 
treating  the  Iroquois  justly  the  Dutch  won  the  warm 
friendship  of  these  powerful  Indians,  who  engaged  in  an 
extensive  fur  trade  with  them.  By  honest  dealing  the 
Dutch  fur-traders  avoided  costly  Indian  wars,  and  easily 
secured  all  the  furs  coming  through  the  hands  of  the  Iro 
quois  from  numerous  tribes  around  the  Great  Lakes  and 
between  the  Ohio  and  the  Mississippi.  The  results  of  this 


66 


HISTORY  OF   THE   UNITED   STATES 


friendship  were  important :  (i)  Dutch  commerce  was  en 
riched  ;  (2)  the  Iroquois  received  for  their  furs  the  fire- 
Results  of  the  arms  which  enabled  them  all  the  more  suc- 
Ir?qnudoisiPfo°rf  Jhe  cessfully  to  prevent  the  French  from  getting 
Dutchc  possession  of  New  York;  (3)  unwittingly  the 

Dutch  were  doing  the  English  a  great  favor,  for  after 
New  Netherland  passed  into  the  hands  of  England,  the 
Dutch  remained  along  the  Hudson  as  before,  and  helped 


The  government. 


THE    EARLIEST    PICTURE    OF   NEW   AMSTERDAM. 

to  maintain  the  fur  trade  with  the  Iroquois,  much  to  the 
advantage  of  England. 

57.  New  Netherland  Under  Dutch  Governors1  (1623- 
1664). — There  was  less  political  freedom  in  New  Netherland 
than  in  New  England.  The  people  could  not 
make  their  own  laws  nor  levy  their  own  taxes. 
The  town  meeting,  which  was  such  a  characteristic  feature 
of  New  England  life,  had  no  existence  here.  Religious  free 
dom  was  all  that  the  most  liberal  could  desire.  As  Holland 
welcomed  the  Pilgrims  when  driven  by  persecution  from 

1  New  Netherland  had  four  Dutch  governors  :  Peter  Minuit,  Walter  von  T  wil 
ier,  William  Kieft,  and  Peter  Stuyvesant.  Stuyvesant  was  the  only  governor 
worthy  of  the  name.  With  great  reluctance  did  he  yield  to  the  English. 


THE   DUTCH  IN  NEW  YORK 


England,  the  Dutch  in  New  Netherland  welcomed  the  vie- 
tims  of  Puritan  intolerance  in  New  England.  People  from 
all  parts  of  Europe  were  attracted  to  New  The  mixed  popu- 
Netherland,  and  a  very  mixed  population  was  Iation- 
the  result.  It  was  said  that  in  1643  eighteen  languages 
were  spoken  in  New  Amsterdam.  In  such  a  mixed  com 
munity  there  could  not  be  the  same  intense  loyalty  to  the 
ruling  power  as  if  all 
the  people  had  been  of 
one  nation. 

58.  New  Netherland 
Becomes  New  York 
(1664).— The  Dutch 
were  now,  as  the  Span 
iards  had  been  the  cen 
tury  before,  the  great 
naval  and  commercial 
rivals  of  England.  It 

Was      nat-  Why     England 

nral      that  wished  to   get 

mat  control  of  New 

England  Netherland. 

should  be  jealous  of 
Dutch  trade.  The 
Dutch  held  the  best 

harbor  on  the  Atlantic  coast  and  the  best  highway  to 
the  Indian  fur  trade  in  the  interior.  No  other  river 
equalled  the  Hudson  in  this  respect;  its  advantages  were 
superb.  Moreover,  the  Dutch  'colonies  separated  the  Eng 
lish  colonies  north  and  south,  and  England,  not  foreseeing 
that  the  union  of  the  English  colonies  could  prove  disas 
trous  to  the  mother  country,  conceived  the  idea  that  the 
intrusion  of  the  Dutch  was  a  great  obstacle  to  their 
growth. 

Therefore,  after  allowing  the  Dutch  to  remain  fifty  years 
in  the  territory  they  had  settled,  England  suddenly  brought 
forward  her  claim  to  the  land  by  the  discovery  of  the  Cab- 
ots.  Accordingly,  in  1664,  while  Holland  and  England  were 
at  peace,  Charles  II.  sent  .over  a  fleet  to  attack  the  Dutch 


HENRY  HUDSON  S  HALF  MOON  ON  THE 
HUDSON. 


68  HISTORY  OF  THE   UNITED   STATES 

colony  at  New  Amsterdam.1  Governor  Stuyvesant  made 
frantic  appeals  to  the  people  to  assist  in  warding  off  the  at- 
The  Dutch  yield  tack,  but  the  Dutch  were  outnumbered,2  and 
to  the  English.  resistance  was  useless.  Without  a  blow  New 
Amsterdam  fell  into  the  hands  of  the  English,  and  with  it 
the  whole  of  New  Netherland.  Charles  II.  gave  the  newly 
conquered  territory  to  his  brother,  the  Duke  of  York,  and 
changed  the  name  of  both  the  colony  and  its  capital  to  New 
York. 

Dutch  colonization,  like  Spanish,  failed,  and  for  a  similar 
reason.  The  Spaniards  were  allured  by  gold,  the  Dutch  by 
why  the  Dutch  trade.  They  both  lacked  the  colonizing  in- 
failed>  stinct  which  puts  home-making  before  wealth- 

getting.  Though  the  Dutch  failed  as  a  nation  in  colonizing 
America,  their  influence  was  indelibly  impressed  for  good 
on  the  part  of  the  country  which  they  settled. 

59.  New  York  Under  English  Governors. — New  York 
prospered  under  English  rule,  but  the  people  there  were 
disappointed  because  they  were  not  given  as  much  political 
freedom  as  the  English  colonists  enjoyed  in  New  England. 
The  feeling  became  so  strong  that  in  1683  they  were  al 
lowed  an  assembly  elected  by  the  freeholders,  which  could 
meet  with  the  governor  and  council  to  make  laws  and  levy 
taxes. 

In  1686,  however,  the  Duke  of  York,  having  become 
king,  took  away  this  representative  government,  and  two 
years  later  annexed  New  York  to  New  England,  under  the 
rule  of  Andros.3  The  later  English  governors  were  so  ex 
asperating  and  tyrannical,  that  a  people's  party  arose  in 
the  colony.  When  in  1689  news  came  that  James  II.  had 
been  driven  from  the  throne,  the  people  of  New  York,  like 

1  Connecticut  readily  came  forward  to  assist  in  defeating  her  old  enemy  in  the 
Connecticut  valley  and  on  Long  Island,  where  English  settlers  had  come  into  col 
lision  with  the  Dutch. 

2  At  this  time  the  population  of  New  Amsterdam  was  about  fifteen  hundred, 
and  of  New  Netherland  about  seven  thousand. 

3  Andros,  while  governor  of  New  England,  New  York,  and  New  Jersey  (1686- 
1689),  remained  in  New  England.     Nicholson  represented  him  in  New  York  as 
lieutenant-governor. 


THE   DUTCH   IN   NEW   YORK 


69 


AN    EARLY    DUTCH    MAN    OF   WAR. 
From  a  model  in  the  Musee  de  Louvre,  Paris. 

their  New  England  neighbors,  put  aside  the  king's  govern 
ment  and  established  one  of  their  own.  Their  party  was 
headed  by  Jacob  Leisler,  an  energetic  trades-  Leisier  leads  an 
man  without  education  or  political  experi-  J^pte"* against 
ence.  He  made  many  mistakes  and  aroused  Andros. 
the  opposition  of  his  own  party,  but  he  managed  to  hold 
office  for  three  years.  The  people  finally  appealed  to  the 
king  (William  III.),  who  sent  over  in  1691  a  new  governor. 
Leisler  was  tried  for  treason  and  hanged.  With  the  new 
governor,  the  assembly  was  restored,  and  from  this  time 
the  colony  was  governed  in  a  constitutional  way. 

60.     The    Quakers   in    England. — The    direct   cause    of 
the  settlement  of  Pennsylvania  was  the  bitter  persecution 


70  HISTORY   OF   THE   UNITED   STATES 

of  the  Quakers  in  England.1  They  had  no  respect  for 
forms  and  ceremonies ;  they  were  extreme  dissenters  from 
the  Established  Church,  and  did  not  believe  in  paying 
taxes  for  its  support ;  they  would  use  no  titles  of  honor  to 
any  man,  not  even  the  king ;  they  counted  it  a  sin  to  take 
oath  even  in  a  court  of  justice,  or  to  pay  taxes  for  war. 

61.  William  Penn  and  the  Quakers  Settle  Pennsyl 
vania  (1681). — William  Penn  was  the  most  illustrious  con 
vert  of  the  Quakers  in  the  seven 
teenth  century.  He  was  a  young 
man  of  wealth,  education,  culture, 
and  political  promise.  His  father, 
Admiral  Penn,  had  been  active  in 
bringing  about  the  restoration  of 
the  Stuarts,  and  was  therefore  held 
in  high  esteem  by  King  Charles  II. 
and  his  court.  Penn  early  cher 
ished  an  idea  of  founding  a  settle 
ment  for  the  Quakers  in  America. 
He  had  taken  a  leading  interest  in 
a  colony  in  West  Jersey,  where 
WILLIAM  PENN.  m^ny  Quakers  had  found  a  refuge.2 

The  colony  was  not  altogether  sat 
isfactory,  and  he  was  led  to  obtain  a  grant  of  land  from  the 
king,  in  payment  of  a  claim  of  $80,000  which  he  had  inher 
ited  from  his  father. 

The  king,  always  short  of  money,  was  glad  to  discharge 
his  debt  in  this  way.  He  granted  Penn  a  large  tract  of 
land  west  of  the  Delaware  River  (1681),  and  named  it  Penn 
sylvania  in  honor  of  his  friend,  the  admiral.  Penn  was 
made  proprietor  of  the  new  colony,  and  by  the  terms  of 
the  charter,  which  was  drawn  by  his  own 

Penn  becomes  pro-  . 

prietor  of  Penn-  hand,  the  proprietor,  with  the  consent  ol  the 
syivania.  freemen,  was  to  make  all  necessary  laws. 

Having  obtained  the  charter,  Penn  offered  land  on  liberal 
terms,  and  promised  the  settlers  a  popular  government, 

1  At  one  time  there  were  4,000  Quakers  in  English  prisons. 

3  Some  of  the  New  England  Quakers  came  here,  and  many  came  from  England. 


THE   DUTCH   IN    NEW   YORK 


with  justice  to  all  regardless  of  religious  belief.  The  people 
of  his  faith  throughout  England  responded  with  such  en 
thusiasm  that  he  sent  out  a  large  colony. 

62.  The    Quakers    Live   in   Peace   with  the   Indians.— 
William  Penn  came  to  America  in   1682,  and  in  the  follow- 
ing  year  he  laid  out 

the  city  of  Philadel 
phia  on  a  tract  of 
land  lying  between 
the  Delaware  and 
Schuylkill  Rivers. 
Under  the  spread 
ing  branches  of  an 
elm-tree1  he  made  a 
treaty2  of  peace 
with  the  Indians. 
By  this  treaty  he 
paid  them  fairly  for 
the  land  and  made 
them  presents.  So 
honest  were  the 
Quaker  colonists  of 
Pennsylvania  in  all 
their  dealings  with 
the  natives  that  for 
a  long  time  the 
highest  compliment 
an  Indian  could  pay 
a  white  man  was  to  liken  him  to  Penn.  They  kept  their 
treaty  with  them  for  sixty  years. 

63.  Penn's  Liberal  Government. — The  government  was 
very  liberal.     The  proprietor  named  the  governor,  but  the 

1  This  tree  was  blown  down  in  1810.    A  monument  marks  the  spot  where  it  stood. 

2  Penn  said  to  the  Indians  :      "  The  friendship  between  you  and  me  I  will  not 
compare  to  a  chain,  for  that  might  rust,  or  the  falling  tree  might  break.      We  are 
the  same  as  if  one  man's  body  were  to  be  divided  into  two  parts.     We  are  all  one 
flesh  and  blood."     When  the  Indians  handed  to  Penn  the  wampum  belt  of  peace, 
they  said:     "  We  will  live  in  love  and  peace  with  William  Penn  as  long  as  the  sun 
and  the  moon  shall  endure." 


COLONIES 

between  Potomac  and 

Hudson  Hirers. 
50 100 


Scale  of  Miles. 


72  HISTORY   OF   THE   UNITED   STATES 

people  chose  the  members  of  the  council  and  the  assembly. 
Every  tax-payer  and  freeholder  was  to  have  the  right  to 
vote.  The  first  laws  reflect  the  benevolence  of  Penn  and 
his  people.  These  laws  provided  that  the  Indians  should 
be  treated  kindly  ;  that  each  child  should  be  taught  a  trade  ; 
that  criminals  in  prison  should  be  kept  busy  with  some 
kind  of  work;  and  that  all  public  officers  should  be  pro 
fessing  Christians. 

64.  Growth  of  Pennsylvania. — In  spite  of  internal  feuds, 
some  slight  and  others  serious,  the  colony  continued  to  pros 
per.  The  climate  was  good,  the  soil  was  fertile,  and  rivers 
offered  easy  communication.  These  natural  advantages, 
together  with  the  liberal  spirit,  the  good  laws,  and  the 
peaceful  relations  with  the  Indians,  caused  the  settlement 
to  grow  rapidly.1  Colonists  were  not  afraid  to  come  where 
Mixed  character  of  others  had  opened  the  way.  Besides  English 
the  population.  anc[  Swedes,  there  were  many  from  Wales, 
Holland,  and  Germany.  Industries  were  built  up,  and 
wealth  increased  with  population.  Thus  Penn's  "  Holy  Ex 
periment"  proved  to  be  successful,  and  Pennsylvania  took 
her  place  among  the  foremost  of  the  original  colonies.2 


TO   THE   PUPIL 

X.  Describe  Hudson's  attempt  to  find  the  Northwest  passage  to  India. 
What  advantage  did  he  gain  for  the  Dutch  by  winning  the  good 
will  of  the  Iroquois  Indians  ?  How  did  Champlain  make  these  same 
Indians  deadly  enemies  of  the  French  ?  In  what  way  did  the  friend 
ship  of  these  Indians  to  the  Dutch  aid  the  English  later  ?  Note  the 
importance  of  the  fur  trade. 

2.  Bear  in  mind  the  mixed  population  in  New  York  and  in  Pennsylvania, 
for  you  can  use  this  knowledge  to  a  good  purpose  when  you  study 
the  Revolution. 

1  In  three  years  Philadelphia  had  gained  more  in  population  than  New  York 
had  in  a  half  century.  Toward  the  close  of  the  century  Philadelphia  was  a  "  noble 
and  beautiful  "  city,  as  a  history  of  that  time  describes  it,  containing  two  thousand 
houses,  most  of  them  "  stately,"  built  of  brick. 

3  Although  Penn's  colony  prospered,  it  caused  him  much  anxiety  and  the  loss 
of  a  large  fortune. 


THE   DUTCH   IN  NEW  YORK  73 

3.  Why  did  England  wish  to  secure  New  Netherland  ?    What  does  the 

series  of  years,  1609-1664,  cover  in  the  history  of  New  Netherland? 
Why  did  Dutch  colonization  fail  ? 

4.  What  was  the  condition  of  New  York  under  the  English  governors  ? 

What  led  to  a  popular  uprising  under  the  leadership  of  Leisler  ? 

5.  Find  interesting  facts  about  the  following :    The  Quakers,  William 

Penn,  his  charter,  his  liberal  ideas  of  government  in  the  new  colony, 
and  his  relations  with  the  Indians.  Write  five  minutes  on  one  of 
these. 

6.  You  began  with  1492:  you  have  now  reached  1689,  about  two  cen 

turies  later.  Learn  these  dates  thoroughly  :  1492,1588,1689.  1492- 
1898:  observe  that  1689  is  almost  half-way  between  the  two.  How 
many  of  the  thirteen  original  colonies  had  been  settled  before  1689? 
Make  out  a  chart  with  the  following  facts  in  separate  columns : 
Name  of  colony,  when  settled,  where  settled,  by  whom  settled. 

7.  You  have  seen  how  the  Spanish,  the  English,  and  the  Dutch  tried  to 

establish  colonies.  In  the  "Notes"  you  will  find  an  account  of 
similar  attempts  made  by  the  Swedes. 

8.  It  would  be  a  good  plan  for  you  to  make  out  a  chronological  chart, 

beginning  with  1492  and  ending  with  1689,  including  dates  of  princi 
pal  events  in  three  parallel  lines,  one  for  the  Spanish,  one  for  the 
English,  and  one  for  the  Dutch. 


NOTES 

New  Jersey  (1618). — As  New  Jersey  was  at  first  included  in  New 
Netherland,  the  Dutch  erected,  as  early  as  1618,  a  small  fort  at  Bergen, 
on  the  west  bank  of  the  Hudson  River.  When  in  1664  New  Netherland 
passed  into  the  hands  of  the  English,  the  Duke  of  York  sold  the  land  be 
tween  the  Hudson  River  and  the  Delaware  to  his  friends,  Lord  Berkeley 
and  Sir  George  Carteret.  He  named  the  province  New  Jersey,  after  the 
island  of  Jersey,  which  Carteret  had  bravely  defended  for  the  king's  father, 
Charles  L,  during  the  Civil  War  in  England.  The  first  permanent  English 
settlement  was  made  at  Elizabethtown  in  1665.  As  the  people  were 
allowed  freedom  of  worship  and  a  part  in  making  the  laws,  a  good  class  of 
settlers  was  attracted  to  New  Jersey.  The  Indians  were  so  kindly  treated 
that  they  gave  no  trouble. 

In  1674  the  province  was  divided  into  East  and  West  Jersey,  for  many 
years  known  as  "  The  Jerseys."  By  1682  both  the  Jerseys  had  been  sold 
to  a  number  of  Quakers,  among  whom  was  William  Penn.  There  were 
now  so  many  proprietors  that  much  confusion  over  land  titles  resulted. 
The  proprietors  therefore  sold  in  1702  all  their  claims  to  the  English 
Crown.  From  that  time  the  Jerseys  were  known  as  New  Jersey  and  were 


74  HISTORY   OF   THE    UNITED   STATES 

united  to  New  York.  New  Jersey  and  New  York  now  had  the  same  gov 
ernor,  but  each  province  had  its  own  assembly.  In  1738  New  Jersey  was 
made  a  royal  province,  which  it  continued  to  be  until  the  Revolution. 
Benjamin  Franklin's  son  was  the  last  royal  governor. 

Delaware  (1638). — In  1638  a  number  of  Swedes  and  Finlanders  landed 
near  the  present  site  of  Wilmington,  Delaware,  and  built  a  fort  which  they 
called  Christina,  in  honor  of  their  queen.  Later,  the  Swedes  made 
settlements  along  the  Delaware  River  as  far  as  the  site  of  Philadelphia. 
Their  colony  they  called  New  Sweden.  But  the  Dutch  claimed  all  this 
region  as  a  part  of  New  Netherland,  and  in  1655  they  sailed  up  the  Del 
aware,  captured  all  the  Swedish  forts,  and  made  New  Sweden  a  part  of 
New  Netherland. 

When  in  1664  the  English  took  New  Netherland  from  the  Dutch, 
Delaware  became  an  English  possession.  In  1682  William  Penn,  wishing 
to  secure  a  free  outlet  to  the  ocean,  bought  from  the  Duke  of  York  this 
territory,  then  known  as  the  "  three  lower  counties  on  the  Delaware." 
Delaware  then  became  a  part  of  Pennsylvania.  In  1703  the  people  of 
Delaware  were  allowed  a  separate  assembly ;  but  they  had  the  same  gov 
ernor  as  Pennsylvania  until  the  Revolution. 


CHAPTER   VII 

LIFE  AMONG  THE   INDIANS 

REFERENCES:  Scribner's  Popular  History  of  the  United  States,  I.,  II.,  III. j 
Drake's  Making  of  New  England ;  Drake's  Making  of  the  Great  West ;  Wright's 
Children's  Stories  in  American  History;  Morris's  Half  Hours  with  American  His 
tory,  I. ;  Richardson's  History  of  Our  Country. 

OUTSIDE  READINGS:  Catlin's  North  American  Indians;  Chapin's  Land  of 
the  Cliff  Dwellers;  Fiske's  Discovery  of  America;  EIHs's  Red  Man  and  White 
Man;  Drake's  Indian  History  for  Young  Folks;  Parkman's  Conspiracy  of 
Pontiac;  Hart's  Colonial  Children. 

POETRY:    Longfellow's  Hiawatha. 

65.  The  People   Columbus   Found  in  America. — When 
Columbus  came  to  America  he  found  a  people  very  differ 
ent  from  the  Spaniards  or  other  Europeans.     As  he  believed 
he  had  reached  the  Indies  he  called  these  people  Indians. 
They  were  alike  in  having  high  cheek-bones,  black  eyes, 
coarse  black  hair,  and  beardless  faces.     But  with  respect  to 
their  size,  dress,  houses,  and   manner  of  life  there  was  as 
much    difference   as   there    was   among    people    living    in 
various  countries  of  Europe. 

66.  Division  into  Families  of  the  Indians  East  of  the 
Mississippi. — The  Indians  whom   the  French  and  English 
found  living  East  of  the  Mississippi  were  divided  into  three 
great  families.     First,  there  were  the  Southern,  or  Maskoki, 
Indians,  who  were  spread  over  the  country  extending  from 
the  Tennessee  River  to  the  Gulf  of  Mexico  and  from  the 
Mississippi  to  the  Atlantic.      The    most   important   tribes 
were  the   Chickasaws,  Choctaws,  Cherokees,   Creeks,  and 
Seminoles.     Secondly,   there    were   the    Iroquois   Indians, 

75 


76 


HISTORY  OF   THE  UNITED   STATES 


AN   INDIAN   CAMP. 


who  included  the  Five  Nations1  in  Central  New  York,  the 
Tuscaroras  in  North  Carolina,  the  Hurons  north  of  Lake 
Erie,  and  the  Eries  south  of  it.  Thirdly,  all  the  other  tribes 
spreading  northward  from  the  Tennessee  and  eastward 
from  the  Mississippi  were  Algonquins. 

67.  Character. — The  Indian  was  a  true  child  of  the  forest. 
He  had  a  wild  love  of  liberty,  which  refused  control  by  any 

1The  Five  Nations  included  the  Mohawks,  Oneidas,  Onondagas,  Cayugas,  and 
Senecas,  who  formed  a  loose  confederacy.  The  Five  Nations  were  very  powerful 
Indians  till  their  defeat  by  Frontenac  in  1697.  They  firmly  controlled  the  Mohawk 
River  valley  and  prevented  the  French  from  using  the  best  natural  highways  from 
Lake  Erie  to  the  Ohio.  Their  population  at  the  time  of  their  greatest  strength  was 
under  20,000.  After  the  Tuscaroras  from  North  Carolina  joined  them  in  1715 
they  were  known  as  the  Six  Nations. 


LIFE  AMONG  THE   INDIANS 


77 


will  except  his  own.  He  was  cruel  to  his  enemy  and  often 
tortured  him  or  burned  him  alive.  But  the  Indian  was 
generous  and  kind.  In  the  midst  of  famine  he  would  cheer 
fully  share  the  last  morsel  with  a  fellow-sufferer,  and  in  the 
hour  of  danger  would  lay  down  his  life  for  a  friend. 

68.  Occupations. — The  squaw  did  nearly  all  the  work. 
She  dug  the  soil  with  shells  and  pointed  sticks,  gathered 
the   crops,    dressed    skins,  dried  meat,  and    made    mocca 
sins    and    various   articles   of  clothing  out   of  what  the  squaw 
the  skins    of    animals.     The  Indian  was    first  dld- 
of  all  a  warrior.      His  weapons  were  the  war-club,  the  bow 
and  arrow,  and  the   tomahawk.    A  sharpened 
stone    served   for  the  blade  of  his  tomahawk, 
and  bone  or  flint  pointed  his  arrows.     He  was  also  fond  of 


CEll  C      :  I  ltd 

ui  i    c  aGiitiiitwiimcMitt  [    mi  aw 
c  .  uiittDotnmNKiiceG  G    ucuiucu 

C  C  '  C  CEGttGIIIIIIIIBilflltllfllC  t  KlltlOllili 

c    c  cttcccoiiiiitiuiuiiiiiilci  niiitiuiii 

M 

..  „„„„„„,„„„,„  „  .,          iiiiiifiitcttwcotcct 

8  liOBOOOHODBBfin  (NlEUilllttliailllUIUINCCttllG 


UUCUIWltlMMMCCOe'l 

IIUUIUUU 


WAMPUM   RECEIVED   BY   PENN   FROM  THE   INDIANS. 

hunting  and  fishing,  and  to  assist  him  in  these  occupations 
he  made  the  canoe  and  the  snow-shoe. 

69.  The  Canoe  and  the  Snow-shoe. — In  the  fishing  sea 
son  he  sought  the  side  of  lake  or  stream,  and  he  was  always 
eager  to  go  where  game  was  thickest  and  where  the  scalps 
of  his  enemies  could  be  taken  in  greatest  numbers.  The 
canoe  was  therefore  a  necessity.  Before  the  whites  came 
it  was  to  him  horse,  steamboat,  and  railroad,  all  in  one. 
In  travelling  on  land  he  followed  the  trail  of  The  canoes  and 
the  deer  or  the  buffalo.  But  water-ways  were  the  water-ways, 
so  much  easier  that  he  travelled  ten  miles  on  water  to  one 
on  land.  Between  the  water-ways  there  were  "  carrying 
places,"  or  portages,  over  which  he  had  to  carry  the 


HISTORY   OF   THE  UNITED   STATES 


canoe 
words, 


and  all  its  load  of  fur  and  other  goods.  In  other 
sometimes  the  canoe  carried  its  owner  and  some- 
times  the  owner  carried  his  ca 
noe.  It  was  therefore  necessary 
that  it  should  be  both  light  and 
strong.  Such  was  the  birch- 
bark  canoe,  which  was  made  by 
stripping  off  the  bark  of  the 
birch  in  one  piece  and  carefully 
fitting  it  over  a  light  wooden 
frame.  Another  Indian  inven 
tion  of  great  use  was  the  snow- 
shoe,  which  was  three  or  four 
feet  in  length,  curved  and  taper 
ing,  and  enabled  the  wearer  to 
go  along  easily  on  the  surface 
of  the  snow  at  the  rate  of  forty 
miles  a  day. 

70.  Wampum.  —  Wampum 
consisted  of  small  shells,  or 
beads  made  from  shells,  perfor 
ated  and  strung  together,  and 
often  wrought  into  belts.  The 
Indians  used  wampum  for  per 
sonal  adornment  and  also  for 
more  serious  purposes,  such  as 
summoning  the  tribes  to  war, 
and  recording  treaties,  laws,  and 
speeches.  Ten  thousand  beads 
have  been  known  to  be  worked 
into  a  single  war-belt  four  inches 
wide.  The  colors  and  the  pat 
terns  of  the  belt  varied  with  its 
purpose,  peculiar  signs  and  fig 
ures  enabling  the  Indian  to 
remember  certain  parts  of  a 
speech  or  a  treaty.  This  was 
necessary  because  the  Indian 


LIFE  AMONG  THE  INDIANS 


79 


could  not  write.     Apart  from  other  uses  it  was  valued  also 
as  money. 

71.  Religion. — The    Indian    believed    that    all    Indians, 
good  and  bad,  would  after  this  life  go  to  the  Happy  Hunt 
ing  Grounds.     This  was  his  name  for  Heaven.  The  Happy  Hunt- 
Life  there  would  be  the  same  as  life  in  this  ing  Grounds, 
world,  but   without   pain  or  trouble   of   any   kind.      It   is 


INDIAN   SNOW-SHOES  AND   PAPPOOSE-CASE. 

thought  that  the  practice  of  scalping  enemies  killed  in  bat 
tle  was  associated  with  the  belief  that  the  loss  of  the  scalp 
prevented  the  spirit  from  entering  the  Happy  Hunting 
Grounds.  The  Indian  would  therefore  risk  almost  any 
thing  to  save  the  dead  body  of  his  chief  or  his  friend  from 
being  scalped  by  the  enemy.  As  in  the  Happy  Hunting 
Grounds  he  would  need  arms  to  defend  himself,  these  and 


8o 


HISTORY   OF  THE   UNITED   STATES 


other  things  of  use  in  this  lite  were   buried  with  him  for 
use  in  the  other  life. 

72.  The  Clan  and  the  Tribe. — According  to  language 
and  locality  the  Indians  were  separated  into  families,  such 
as  the  Maskoki,  Algonquin,  and  Iroquois.  According  to 
government  the  family  was  separated  into  distinct  tribes, 
and  again,  by  relationship  more  or  less  remote,  the  tribe 
was  separated  into  clans.  Each  clan  had  its  name,  usually 


TOTEM    OF   THE   FIVE   NATIONS. 


TOTEM    OF   THE   ILLINOIS. 


The  totem. 


that  of  some  bird,  beast,  or  reptile,  and  the  picture  of  this 
animal  became  the  peculiar  emblem  or  "  to 
tem  "  of  the  clan.  The  animal  represented  in 
the  totem  of  each  clan  was  supposed  to  favor  and  protect 
that  clan  and  was  sometimes  tattooed  on  the  breast. 

Every  clan  selected  a  sachem,  or  "civil  ruler,  and  at  least 
one  war-chief.  The  sachems  exercised  but  little  authority. 
Indian  govern-  They  acted  as  advisers  and,  when  assembled 
ment  democratic,  together  in  tribal  councils,  freely  discussed 
important  questions.  The  Indian  government  was  there 
fore  democratic,  each*  warrior  being  to  a  large  degree  his 
own  master. 

73.  Communal  Living. — The  Indians  knew  but  little  of 
real  estate.  The  tribes  occupied  the  land  but  did  not  own 
it  in  the  sense  in  which  white  men  own  land  now.  They  had 


LIFE  AMONG  THE  INDIANS  81 

very  little  personal  property  except  such  objects  as  weap 
ons,  trinkets,  and  clothing-,  and  held  all  other  property  in 
common.     Their  architecture  was  adapted   to   their  com 
munal  life.     Interesting  illustrations  of  this  are  to  be  found 
in  the  "  Long  Houses  "of  the  Iroquois.    These     The«Long 
houses,  made  of  wood  and  bark,  were  in  some      Houses"  of  the 
cases  one  hundred  feet  long,  and  would  ac-     Iro<iuoi8- 
commodate  as  many  as  twenty  families.     As   a  rule,  each 
house  was  occupied  by  families  of  which  the  mothers  were 
members  of  the  same  clan.  Whatever  these  families  obtained 


TOTEM    OF   THE    SIOUX.  TOTEM    OF   THE    HURONS. 

by  hunting  or  by  the  rude  culture  of  the  soil  they  owned  in 
common,  and  all  their  food  they  kept  in  a  common  store 
house. 

74.  The  Mound  Builders. — Many  thousands  of  mounds 
Have  been  found  in  Ohio  and  in  other  parts  of  the  United 
States.  Some  have  the  shape  of  birds,  fishes,  and  reptiles  ; 
some  of  the  square,  circle,  and  other  mathematical  figures. 
The  Big  Elephant  Mound,  a  few  miles  below  the  mouth  of 
the  Wisconsin  River,  is  135  feet  long;  the  Serpent  Mound, 
in  Ohio,  is  1,000  feet  long,  with  a  gracefully  curving  body. 
These  mounds  have  gateways,  outlooks,  and  parallel  lines, 
showing  that  they  were  probably  used  as  for- 

,.r       ..  ^ri    /  J  f    ,  Themounds. 

tincations.   Of  late  years  very  careful  explorers 

have  been  at  work  among  these  mounds,  opening  many  of 

them   and  taking  out  relics.     These  relics  include  kettles, 


HISTORY  OF  THE  UNITED  STATES 


pipes,  axes,  arrowheads,  tools  for  weaving  and  spinning, 
and  other  things.  They  have  been  examined  with  the  great. 
Relics  found  in  est  care,  because  they  help  us  to  understand 
the  mounds.  what  kind  of  people  made  and  used  thena.  At 
one  time  it  was  thought  that  the  Mound  Builders  were  a 
people  of  a  very  superior  civilization,  because  of  the  artistic 

skill  they  showed  in 
their  sculptured  relics. 
Accordingly,  the  Mound 
Builders  were  spoken  of 
as  a  "  lost  race "  that 
numbered  many  millions 
and  constituted  a  mighty 
empire. 

The  character  of  the 
mounds  and  of  the  relics 
found  in  them  leaves  no 

Mound  Builders  d°ubt  that 
probably  Amerl-  they  Were 
can  Indians.  the  WOrk  of 

various  tribes,  differing 
from  each  other  quite  as 
much  as  Indian  tribes 
differ  now.  The  Chero- 
kees,  who  are  known  to 
have  built  mounds  some 
time  after  the  whites 
came  to  America,  prob 
ably  built  those  found 
in  the  western  part  of  North  Carolina  and  the  eastern 
part  of  Tennessee.  It  seems  altogether  probable  that 
the  Mound  Builders  were  nothing  more  than  American 
Indians,  like  those  found  by  the  English  and  the  French 
colonists. 

75.  Number  of  Indians. — There  are  at  present  about 
250,000  Indians  in  the  United  States.  Very  likely  the  num. 
ber  is  quite  as  large  now  as  it  was  when  the  English  and 
the  French  began  to  plant  settlements.  It  has  been  thought 


CARVED    PIPES   FROM    AN    INDIAN    MOUND. 


LIFE  AMONG  THE  INDIANS  83 

that  the  coming  of  the  whites  prevented  the  destruction  of 
large  numbers  of  Indians  by  war  and  famine. 

76.  Influence  of  the  Indians  Upon  the  Whites. — The 
influence  of  the  Indians  upon  the  whites,  especially  from 
the  time  of  the  early  settlements  to  the  Revolution,  was 
considerable.  They  often  saved  struggling  settlers  from 
starvation  by  furnishing  them  food,  and  they  taught  the 
whites  how  to  cultivate  Indian  corn.  But,  as  we  shall  see 
in  later  chapters  of  this  book,  the  principal  Indian  wara 
influence  of  the  Indians  upon  the  whites  was  ^st^uie^dva'n- 
through  the  numerous  Indian  wars,  which  tage  of  union. 
helped  the  colonists  to  know  one  another  better,  and  taught 
them  what  they  most  needed  to  learn — the  advantage  of 
union.  In  fighting  against  a  common  danger  the  colonies 
were  brought  into  closer  sympathy  with  one  another.  Let 
us  briefly  refer  to  two  of  those  wars,  the  Pequot  War  and 
King  Philip's  War,  both  of  which  were  fought  before  the 
beginning  of  the  Intercolonial  Wars. 


BIG  ELEPHANT  MOUND. 


CHAPTER  VIII 

EARLY   INDIAN  WARS 

77.  The  Pequot  War  (1637) — The  leading  cause  ol 
each  of  the  Indian  wars  in  New  England  was  the  same — 
the  feeling  on  the  part  of  the  Indians  that  the  whites  were 
Leading  cause  of  getting  possession  of  the  lands,  and  would 
early  Indian  wars,  in  time  drive  the  Red  Men  away  from  their 
hunting  grounds.  The  Indians  did  not  at  first  understand 
that  sales  of  land  meant  their  giving  it  up  entirely.  But 
even  when  they  understood  the  nature  of  land  sales,  they 
thought  the  whites  had  taken  advantage  of  them. 

When  the  people  from  Massachusetts  settled  in  Con 
necticut  in  1636  they  found  themselves  neighbors  to  a  strong, 
ferocious  tribe  of  Indians,  called  Pequots,  living  in  the  east 
ern  part  of  the  State.  These  Indians  attacked  the  little 
settlement  of  Wethersfield,  where  they  killed  a  number  of 
persons.  Captain  John  Mason,  with  ninety  men  from  the 

Captain  Mason's  towns  °f  Hartford,  Wethersfield,  and  Wind- 
expedition  against  sor,  started  in  pursuit.  The  party  came  to 
the  Pequots.  anchor  in  Narragansett  Bay  about  three  weeks 
after  leaving  Hartford.  Mason  marched  westward  across 
Rhode  Island,  and  at  the  end  of  two  days  halted  the  expe 
dition  just  north  of  the  present  town  of  Stonington.  Before 
daybreak  next  morning  he  and  his  men  surprised  the  Ind 
ian  fort,  and  destroyed  nearly  all  the  Indians  in  it,  con 
sisting  of  from  400  to  600  men,  women,  and  children.  The 
war  resulted  in  the  destruction  of  the  Pequot  tribe,  and  so 
awed  the  Indians  in  that  part  of  the  country  that  there  was 
no  more  trouble  with  them  for  about  forty  years.  Then 
came  King  Philip's  War,  which  lasted  two  years  and  was 
much  more  extensive  than  the  Pequot  War. 


EARLY   INDIAN   WARS  85 

78.  King  Philip's  War  (1675-1676).— King  Philip,  chief 
of  the  Wampanoags,  a  Rhode  Island  tribe,  was  a  leader  of 
much  ability.  He  united  the  New  England  King  Phiiip-s 
Indians  from  Maine  to  the  Hudson  River  in  purpose. 
a  league  whose  aim  was  to  destroy  all  the  whites  in  New 
England.  The  war  broke  out  in  Swansea,  Massachusetts, 


\ 


INDIANS  CARRYING  CANOES  OVER  A  PORTAGE. 

and  spread  through  the  towns  in  the  southern  and  western 
parts  of  the  State.  Deerfield  and  Hadley  were  among  the 
places  pillaged  and  burned.  The  war  was  stubbornly 
fought,  and  finally  ended  with  the  death  of  King  Philip,  who 
was  shot  while  trying  to  escape  capture  at  Mount  Hope 
(Bristol),  Rhode  Island,  which  was  his  home.  Results  of  King 
The  remnant  of  his  tribe  were  either  killed  or  Philip's  war. 
sold  into  slavery,  and  the  power  of  the  New  England  Ind 
ians  was  completely  broken.  The  war  was  a  severe  strain 
upon  the  New  England  colonists.  Six  hundred  of  them 
were  killed,  and  thirteen  of  their  towns  were  destroyed.  It 


86  HISTORY  OF  THE  UNITED   STATES 

cost  the  colonists  a  large  sum  of  money  and  imposed  heavy 
burdens  upon  them  in  the  way  of  taxation. 

But  the  Indians  having  the  greatest  influence  upon  co 
lonial  development  were  the  Iroquois.  These  we  have 
already  mentioned  in  their  relation  to  the  Dutch,  and  we 
shall  now  speak  of  their  immediate  influence  upon  the 
French  and  the  English  colonies. 

TO  THE   PUPIL 

1.  Why  were  the  canoe  and  the  snow-shoe  of  great  value  to  the  Indian  ? 

What  was  his  religious  belief?  Tell  what  you  can  about  communal 
living;  about  the  Mound  Builders. 

2.  Why  did  the  absence  of  such  animals  as  horses  and  oxen  retard  the 

progress  of  the  Indians  ?  Discuss  the  influence  of  the  Indians  upon 
the  whites. 

3.  What  were  the  causes  and  results  of  the  Pequot  War?   of  King 

Philip's  War  ?  Impersonating  King  Philip,  write  an  account  of  the 
wrongs  you  suffered  at  the  hands  of  the  whites. 

4.  Subject  for  debate:   Resolved,  that  the  Indians  have  been  unjustly 

treated  by  the  white  people. 

5.  If  you  rightly  study  the  facts  about  the  Indians,  you  will  be  prepared 

to  understand  the  Indian  problem  which  the  American  people  are 
now  trying  to  solve.  As  in  the  case  of  all  other  problems  of  to-day, 
we  study  the  past  that  we  may  learn  how  to  interpret  the  present. 
Even  the  Indian  question  has  two  sides.  Read  the  first  chapter  of 
Parkman's  Conspiracy  of  Pontiac ;  also  Longfellow's  Hiawatha. 


CHAPTER  IX 

FRENCH    EXPLORATIONS 

REFERENCES:  Scrlbner's  Popular  History  of  the  United  States,  I.  and  II.; 
Wright's  Children's  Stories  in  American  History;  Drake's  Making  of  the  Great 
West;  Drake's  Making  of  New  England;  Morris's  Half  Hours  with  American 
History ;  Richardson's  History  of  Our  Country. 

OUTSIDE  READINGS :  Parkman's  La  Salle  and  the  Discovery  of  the  Great 
West;  Parkman's  Pioneers  of  France  in  the  New  World;  Winsor's  Narrative 
and  Critical  History,  IV.;  Winsor's  The  Westward  Movement;  Bancroft's 
United  States,  II.;  Hinsdale's  Old  Northwest;  Hildreth's  United  States,  II.; 
Thwaites's  Father  Marquette ;  Wilson's  A  History  of  the  American  People,  II.; 
Dix's  Champlain. 

FICTION:  Catherwood's  Romance  of  Dollard;  Catherwood's  Story  of 
Tonty. 

79.  The  French  Discover  and  Explore  the  St.  Law 
rence. — By  reason  of  the  discoveries  of  Verrazano  (1524) 
France  laid  claim  to  the  Atlantic  coast  between  Cape  Fear, 
North  Carolina,  and  Newfoundland.  Ten  Cartier  discovers 
years  later  Jacques  Cartier  discovered  the  St.  the  st.  Lawrence 
Lawrence  and  sailed  up  the  river  as  far  as  an  (I534)- 
Indian  village  on  the  present  site  of  Montreal.  He  returned 
in  1540  and  in  the  name  of  King  Francis  I.  took  possession 
of  Canada,  as  the  Indians  called  the  country.  Immediately 
attempts  were  made  to  colonize,  but  they  were  unsuccess 
ful.  In  1603  the  French  again  attempted  settlement  in  the 
region  extending  from  New  York  harbor  to  Cape  Breton, 
called  Acadia,1  and  again  they  failed. 

But  these  failures  only  shed  the  greater  lustre  about  the 
name  of  Samuel  de  Champlain,  the  "  Father  of  New 
France."  When  he  first  penetrated  the  Sfc^awrence  val- 

1  Acadia  was  afterward  restricted  in  meaning  to  its  present  boundaries. 

87 


88  HISTORY   OF   THE   UNITED   STATES 


FRENCH  SOLDIERS  OF  THE  TIME  OF  THE  FRENCH  EXPLORATION. 

ley  he  was  impressed  with  its  great  beauty  and  its  valu 
able  resources,  for  it  was  rich  in  forests  and  furs.  Next 
champiain  makes  to  the  gold  and  silver,  the  fur  trade  furnished 
nent* French'set-  tne  best  means  °f  securing  the  coveted  wealth 
tiement  in  Canada,  which  the  New  World  offered.  Champiain 
was  a  man  of  culture  and  refinement,  earnest,  patriotic,  and 
religious.  He  wished  to  extend  the  glory  of  France  and 
the  Catholic  Church.  Moreover,  he  saw  that  the  St.  Law 
rence  valley,  and  not  Acadia,  was  the  promising  field  for 
France  in  the  New  World.  In  1608  he  made  the  first  per 
manent  French  settlement  in  Canada,  at  Quebec.  The  fol 
lowing  year  he  discovered  the  lake  which  bears  his  name. 

80.  Champiain  and  the  Iroquois. — It  was  a  curious  coin 
cidence  that  two  years  after  the  settlement  of  Jamestown 
Hudson  should  have  sailed  up  the  Hudson  River  and 
champiain  and  Champiain  should  have  explored  Lake  Cham- 
Henry  Hudson,  plain  (1609).  These  two  events  had  a  large 
influence  on  American  history.  The  Dutch  on  the  Hudson 
and  the  Iroquois  in  the  Mohawk  River  valley  stood  in  the 
way  of  FrenclMtticcess  in  America.  The  story  containing 
the  reasons  fornrrench  failure  is  full  of  interest,  and  we  will 
now  begin  to  read  it. 


MAP  SHOWING  ROUTES  OF 


CHAMPLAIN,  MARQTJETTE  and  LA  SAL.IjE, 

ALSO 

ENGLISH  POSSESSIONS,  FRENCH   and  SPANISH  CLAIMS 


Scale  of  Miles. 

Champlain Marquette+  _  +  —  +  — 

La  Salle 


FRENCH    EXPLORATIONS 


80 


When  Champlain  settled  at  Quebec  in  1608,  he  found 
that  the  neighboring  tribes  of  Algonquin  Indians  were  bit 
ter  enemies  of  the  Mohawks,  one  of  the  Five  Nations,  or 
Iroquois,  in  New  York.  It  was  hard  for  him  to  keep  out  of 
their  deadly  feud,  and  he  decided  to  take  the  side  of  the 
Algonquins  because  their  lands  were  nearer  to  him.  Ac 
cordingly  he  joined  them  in  a 
battle  with  the  Mohawks  near 
Ticonderoga,  on  Lake  Cham- 
plain,  and  shot  some  of  the 
latter  with  his  gun.  As  the  Mo 
hawks  had  never  before  heard 
the  report  of  a  gun  champlain  makes 

they  Were  Overcome  the    Iroquois   ene- 

with  superstitious  mies  of the French' 
terror  and  defeated.  The  French 
man  enabled  the  Algonquins  to 
triumph  over  the  Mohawks,  but 
that  shot  was  fatal  t  the  future 
success  of  the  French  in  America. 
The  Iroquois  were  from  that  day 

the  unrelenting  enemies  of  the  French  colonists,  and  did 
all  they  could  to  prevent  them  from  carrying  out  their 
plans  of  exploration  and  trade. 

81.  The  French  Reach  the  Mississippi  Valley. — It  is 
important  to  remember  that  this  battle  of  Ticonderoga 
took  place  in  1609,  when  only  a  handful  of  Englishmen  were 
at  Jamestown.  The  French  had  control  of  the  St.  Law 
rence,  one  of  the  three  great  water-ways  to  the  interior  of 
North  America.  If  they  could  get  control  of  The  three  great 
the  Mississippi  valley  and  the  Hudson-Mo-  water-ways. 
hawk  River  route  they  would  hold  the  other  two,  and 
North  America  would  be  in  their  grasp.  The  distance 
from  the  St.  Lawrence  to  the  Mississippi  was  not  great. 
One  route  lay  through  Lake  Ontario  and  Lake  Erie,  by 
portage  into  French  Creek,  through  the  Alleghany  and  Ohio 
Rivers  into  the  Mississippi.  Another  lay  through  the  same 
lakes  into  the  Maumee,  by  portage  into  the  Wabash, 


SAMUEL   CHAMPLAIN. 


90  HISTORY  OF  THE  UNITED   STATES 

and  through  the  Ohio  into  the  Mississippi.  But  the  ever- 
watchful  Iroquois,  whose  territory  stretched  along-  the 
The  iroquois  force  shore  of  Lake  Erie,  blocked  the  way  and 
fionTand^fficltt  baffled  the  French  here.  The  latter  were 
<-°ute-  obliged  to  seek  a  route  farther  north,  which 

was  much  longer  and  more  difficult.  Slowly  and  patiently 
they  worked  their  way  up  the  Ottawa  River  into  Georgian 
Bay,  through  Lake  Huron,  Lake  Michigan,  across  into  the 
Illinois  River,  and  from  there  into  the  Mississippi. 

The  Jesuit  missionaries  bore  a  large  part  in  this  toil 
some  work  of  exploration.  These  brave  men  were  eager 
to  Christianize  the  Indians.  They  built  mission  stations 
and  in  their  zeal  braved  many  dangers.  Not  only  did  they 
gain  converts  to  their  faith,  but  with  rare  intelligence  they 
made  important  explorations  and  discoveries.  It  was  one 
f  of  their  number,  Marquette,  who  succeeded 

Important  work  of    .  . 

the  Jesuit  mis-  in  reaching  the  Mississippi.  Attended  by 
sionaries.  Joliet,  he  sailed,  in  1673,  as  far  down  the  Mis 

sissippi  as  the  mouth  of  the  Arkansas.  This  was  two  years 
before  King-  Philip's  War  and  three  years  before  Bacon's 
Rebellion. 

82.  La  Salle  Plants  the  Arms  of  France  at  the  Mouth 
of  the  Mississippi. — But  the  most  valuable  explorations 
were  made  by  the  daring  and  tireless  La  Salle.  He  was  an 
earnest  Catholic,  and  was  full  of  plans  for  his  own  success 
and  ambitious  for  the  success  of  France.  In  1666,  at  the 
age  of  twenty-three,  he  came  out  to  Canada,  filled  with  the 
passion  of  his  age,  the  desire  to  discover  a  water  route  to 
India.  Not  much  is  known  of  his  early  explorations,  but  it 
is  supposed  that  he  discovered  the  Ohio  River  and  partially 
explored  it.  In  1679  he  set  out  on  an  expedition  to  explore 
the  Mississippi.  By  this  time  he  had  given  up  the  idea  of 
a  water  route  to  India.  His  great  ambition  was  to  reach 

La  Saiie  sets  out  tne  moutn  °f  tne  Mississippi  and  secure  the 
to  explore  the  valley  for  France.  Having  built  the  Griffin, 
Mississippi.  a  small  boatj  Qn  the  Niagara  River,  he  sailed 

in  it  through  Lakes  Erie  and  Huron  and  landed  on  the 
shore  of  Lake  Michigan.  He  then  sent  back  his  boat  for 


LA    SALLE    CLAIMING    FOR   FRANCE   ALL  THE   TERRITORY    THROUGH   WHICH   THE 
MISSISSIPPI  AND   ITS   TRIBUTARIES   FLOWED. 


FRENCH   EXPLORATIONS 


91 


supplies,  but  he  never  heard  from  it  again.  This  was  only 
one  of  the  many  trials  and  disappointments  in  his  troubled 
life.  A  little  later  he  reached  the  Illinois  La Saiie  reaches 
River,  and  sailing  about  half  way  down,  built  a  the  mouth  of  the 
fort  afterward  fitly  named  Crevecoeur  (Heart-  88ippK 

break).  In  1682  he  found  the  Mississippi  and  explored  it  to 
its  mouth.  There,  according  to  French  custom,  he  planted 
the  French  arms  and  claimed  all  the  country  through  which 
the  river  and  its  tributaries 
flowed.  He  called  the  country 
Louisiana  in  honor  of  the  French 
King,  Louis  XIV.  This  was  the 
year  in  which  Penn  was  laying 
the  foundations  of  Philadelphia. 

83.  Attempt  to  Plant  a  Colony 
at  the  Mouth  of  the  Mississippi. 
—La  Salle's  aims  were  two-fold  : 
(i)  To  establish  military  and  trade 
centres  at  various  Lasaiie'stwo 
points  and  (2)  to  aims- 
plant  a  colony  at  the  mouth  of 
the  Mississippi  River.  In  this 
way  he  hoped  to  get  control  of 
the  fur  trade  for  France.  He  had 
built  many  forts.  He  now  returned  to  France  to  get  people 
for  his  colony.  He  succeeded  in  getting  men  for  this  new 
scheme,  but  in  sailing  for  the  mouth  of  the  Mississippi  he 
missed  it  and  landed  several  hundred  miles  to  the  west  at 
Matagorda  Bay.  Trials  and  difficulties  grew  thick  about 
him  until,  at  the  end  of  two  years,  he  started  overland  to 
get  assistance  from  Canada.  While  he  and  his  wretched 
followers  were  wandering  through  the  dense  forests,  he 
was  waylaid  and  shot  dead  by  some  of  the  men  of  his 
own  company  (1687).  He  had  not  accom-  whatLaSaiie 
plished  his  full  purpose,  but  in  exploring  did- 
the  Ohio  and  the  Mississippi  and  in  building  forts  in  the 
unoccupied  territory  he  had  done  a  great  work  for  his 
country. 


ROBERT  CAVALIER  DE  LA  SALLE. 


92  HISTORY  OF  THE  UNITED   STATES 

84.  On  Account  of  La  Salle's  Exploration  the  Missis 
sippi  Valley  Becomes  a  Part  of  New  France. — The  plant 
ing  of  French  arms  at  the  mouth  of  the  Mississippi  was  a 
very  significant  event  in  American  history.  It  was  the 
declaration  to  the  world  that  France  laid  claim  to  the 
whole  Mississippi  valley  from  the  Rocky  to  the  Alleghany 
Mountains.  Spain  had  failed  to  follow  up  her  discovery  of 
the  Mississippi  by  making  the  country  known  to  the  world 
or  by  colonizing  it.  It  had  been  the  dream  of  La  Salle  to 
unite  this  immense  and  valuable  territory 
with  the  St.  Lawrence  valley,  making  a  vast 
empire  which  would  crowd  out  the  English.  The  English 
had  planted  their  colonies  on  the  Atlantic  sea-coast,  and  he 
wished  to  keep  them  shut  in  behind  the  Alleghanies  for 
ever.  The  Mississippi  and  St.  Lawrence  valleys  would 
form  the  New  France  of  America,  with  the  seat  of  govern 
ment  removed  to  the  Mississippi. 

TO  THE  PUPIL 

1.  You  have  been  studying  colonial  history  from  the  earliest  settlements 

to  1689.  Before  that  date,  each  colony  largely  went  its  own  way, 
with  but  little  interest  in  any  other.  After  that  date,  the  colonies 
were  gradually  drawn  nearer  together  by  the  necessity  of  uniting  for 
a  better  defence  against  common  enemies.  One  of  these  common 
enemies  was  the  French  and  the  Indians,  and  another  the  royal  and 
proprietary  governors. 

2.  What  was  done  for  France  by  Verrazano  ?   by  Cartier  ?  by  Cham- 

plain  ?  You  cannot  too  carefully  note  the  results  of  Champlain's 
mistake  (1609)  in  making  enemies  of  the  Iroquois. 

3.  Trace  carefully  on  the  map  the  various  water-ways   by  which  the 

French  could  reach  the  Mississippi  valley.  What  part  did  the 
Jesuit  missionaries  bear  in  the  toilsome  work  of  exploration  ? 

4.  Describe  the  work  of  La  Salle.     What  were  his  aims  ?     Notice  what 

he  did  in  1682,  only  seven  years  before  the  great  landmark  1689. 
What  were  the  results  of  his  work  ?  Write  an  essay  on  nis  explora 
tions. 

5.  Learn  all  you  can  about  the  Iroquois  Indians,  as  their  influence  upon 

colonial  history  was  remarkable.  You  will  find  a  good  account  of 
them  in  the  first  chapter  of  Parkman's  Conspiracy  of  Pontiac. 


CHAPTER  X 

THE   LAST  FRENCH   WAR 

REFERENCES:  Scribner's  Popular  History  of  the  United  States,  III.; 
Wright's  Children's  Stories  in  American  History;  Sloane's  French  War  and 
the  Revolution  ;  Cook's  Stories  in  the  Old  Dominion ;  Coffin's  Old  Times 
in  the  Colonies ;  Fiske's  War  of  Independence;  Richardson's  History  of  Our 
Country ;  Hart's  Formation  of  the  Union. 

OUTSIDE  READINGS :  Winsor's  Narrative  and  Critical  History,  V.  and  VI. ; 
Parkman's  Montcalm  and  Wolfe;  Parkman's  Conspiracy  of  Pontiac;  Park- 
man's  Old  Re'gime  in  Canada ;  Bancroft's  United  States,  V. ;  Morris's  Half 
Hours  with  American  History,  I. ;  Minsdale's  Old  Northwest;  Wilson's  A  His 
tory  of  the  American  People, II.;  Frothingham's  Rise  of  the  Republic;  Rossiter 
Johnson's  Old  French  War;  Scudder's  George  Washington;  Franklin's  Au 
tobiography;  Wilson's  George  Washington ;  Ford's  The  True  George  Wash 
ington. 

FICTION:  Cooper's  Last  of  the  Mohicans;  Thackeray's  Virginians; 
Henty's  With  Wolfe  in  Canada ;  Munroe's  At  War  with  Pontiac. 

POETRY :  Longfellow's  Evangeline  (the  Acadians). 

85.  England  and  France  Struggle  for  Control  in 
America  (1689-1763). — These  events  in  the  Mississippi  val 
ley  occurred  just  before  1689.  In  1688  James  WarsbetweenEnjf. 

II.,    the    last    Stuart    king",  was     driven     OUt     of  land  and  France 

England   and    found    refuge   in   the    court  of  °689~I763)' 
France.     There  France  took  up  his  cause,  and  England  and 
France  began  a  series  of  wars  which  did  not  end  until  1763. 
While  these  wars  were  going  on  in  Europe  there  was  fight 
ing  between  the  French  and  English  colonies  in  America. 
The  Iroquois  stood  in  the  way  of  French  The  iroquois  and 
success,  for  the  French  sought  the  fur  trade,  the  fur  trade. 
and  the  Iroquois  largely  controlled  it  in  the  region  of  the 
Great  Lakes.    But  since  the  day  that  Champlain  had  joined 

Q3 


94  HISTORY  OF  THE   UNITED   STATES 

the  Aigonquins  and  helped  them  defeat  the  Iroquois,  the 
French  had  been  persistently  hindered  and  harassed  by 
these  powerful  tribes  in  the  Mohawk  valley.  It  will  be  re 
membered  that  the  English,  when  they  conquered  New 
Netherland,  inherited  from  the  Dutch  the  good-will  and 
friendly  alliance  of  these  Indians. 

Both  the  French  and  the  English  encouraged  their  Ind 
ian  allies  to  make  attacks  upon  frontier  settlements  during 
the  years  that  France  and  England  were  at  war.  The  vari- 
The  intercolonial  ous  wars  in  the  colonies  were  called  Inter- 
Wars-  colonial  Wars.1  The  last  one  is  the  most  in 

teresting  one  to  us.  It  is  known  as  the  Last  French  War2  in 
America  and  the  Seven  Years'  War  in  Europe  (1756-1763). 

86.  Causes  of  the  Last  French  War. — Both  England 
and  France  claimed  the  territory  between  the  Alleghanies 
Reasons  why  and  the  Mississippi.  England  claimed  it  by 
the  discovery  of  the  Cabots  and  by  Indian 
vaiiey.  treaty,  and  France  by  reason  of  exploration. 
France  had  done  much  more  than  England  to  make  this 
region  known,  but  had  not  occupied  the  country.  When, 
therefore,  the  English  colonies,  which  had  been  taking  root 
on  the  Atlantic  coast,  had  spread  as  far  west  as  the  eastern 
base  of  the  Alleghanies,  a  struggle  for  possession  was  inevi 
table. 

By  1750  the  French  had  built  a  line  of  sixty   forts  by 

1  The  first  three  of  the  Intercolonial  Wars,  named  after  the  English  sovereign 
reigning  at  the  time,  were  as  follows:   King  William's  War  (1689-1697),  Queen 
Anne's  War  (1702-1713),  and  King  George's  War  (1744-1748).     During  the  last 
one  the  New  England  colonists,  led  by  Colonel  Pepperrell,  captured  Louisburg,  a 
great  fortress  on  Cape  Breton  Island.     The  French  had  thought  that  this  strong 
hold  could  withstand  any  attack,  and  were  therefore  amazed  at  the  success  of  the 
New  England  farmers  and  fishermen.     At  the  end  of  the  war,  however,  England 
gave  up  Louisburg  to  France. 

2  To  develop  union  among  the  English  colonies,  there  were  needed  such  com 
mon  interests  as  the  Intercolonial  Wars  furnished.      Massachusetts,   Connecticut, 
and  New  York  united  in  King  William's  War  ;   South  Carolina,  New  England,  New 
York,  and  New  Jersey  organized  separate  expeditions  against  the  French  and  Ind 
ians  in  Queen  Anne's  War;   the  northern  colonies  engaged  in  King  George's  War; 
and  in  the  Last  French  War  all  the  colonies  stood  side  by  side  in  a  solid  array  against 
the  French  and  Indians.     This  war  was  national,  and  led  the  provincial  to  begin 
to  think  of  himself  as  an  American. 


THE   LAST  FRENCH  WAR 


95 


FRENCH    SOLDIERS    AND    OFFICERS   OF   THE   TIME   OF   THE    FRENCH   WAR. 

way  of  the  Great  Lakes,  from  the  St.  Lawrence  to  the 
mouth  of  the  Mississippi.  Great  skill  was  shown  in  lo 
cating  them  at  points  of  military  importance.  In  many 
cases  they  afterward  became  great  business  French  forts  and 
and  trade  centres.  Detroit,  Chicago,  Nat-  colonies. 
chez,  and  St.  Louis  mark  the  sites  of  some  of  these  forts. 
The  French  had  planted  colonies  also  at  Mobile  and  New 
Orleans  early  in  the  eighteenth  century.  Thus  far  they  had 
outgeneraled  the  English  in  establishing  a  claim  to  such 
a  vast  extent  of  territory,  for  the  English  colonists  had 
been  so  busy  with  their  own  affairs  that  they  had  thought 
very  little  of  the  land  lying  west  of  the  mountains.  But  at 
last  they  had  waked  up  and  were  ready  to  make  a  stubborn 
fight  if  necessary. 

French  and  English  traders  had  come  into  collision  in 
the  disputed  territory,  and  both  the  French  and  the  English 
appreciated  the  need  of  immediate  action.  About  the  same 
time  that  the  French  governor  was  once  more  trying  to 
make  friends  with  the  Iroquois1  Indians,  and  urging  the 

1  The  Iroquois  were  the  great  barrier  between  the  French  and  the  disputed  terri 
tory.  During  this  war  the  Iroquois  were  neutral. 


96  HISTORY  OF  THE  UNITED  STATES 

home  government  to  send  colonists  to  the  Ohio  valley,  the 
Ohio  Company  was  formed  by  some  gentlemen  in  Virginia. 
This  company  received  from  the  king,  on  condition  of  set- 
The  OHIO  com-  tlement,  a  grant  of  600,000  acres  of  land  be- 
pany-  tween  the  Great  Kanawha  and  Mononga- 

hela  Rivers.  Lawrence  Washington  had  a  large  interest 
in  the  Ohio  Company,  and  his  younger  brother  George  was 
employed  as  surveyor.  The  Ohio  Company  at  once  began 
to  send  explorers  into  the  disputed  region,  and  at  the  same 
time  the  French  were  taking  formal  possession  by  sinking 
lead  plates  with  inscriptions  at  the  mouths  of  the  streams. 

To  get  ahead  of  the  English  the  French  built  a  line  of 
forts  on  the  direct  route  to  the  Ohio.1  Governor  Dinwid- 
Washington's  die  sent  George  Washington,  then  adjutant- 
loumeytothe  general  of  the  Virginia  militia,  to  inform  the 
French  commander2  that  he  was  building 
on  English  territory  and  would  do  well  to  depart  peace 
ably.  Washington  at  this  time  was  twenty-one  years  old 
and  over  six  feet  tall.  Cool-headed  and  fearless,  with  seven 
companions,  all  on  pack-horses,  he  started  for  Williams- 
burg,  Va.,  on  his  perilous  journey  late  in  October,  1753. 
About  the  middle  of  January,  1754,  he  returned  with  the 
refusal  of  the  French  commander  to  withdraw. 

As  the  juncture  of  the  Alleghany  and  Monongahela 
Rivers  was  the  "  Gateway  of  the  West,"  a  fort  here  would 
control  the  entrance  to  the  Ohio  valley.  Both  nations  had 
their  eyes  upon  this  important  site.  The  English  reached 

1  These  forts  included  Presque  Isle,  Le  Boeuf,  and  Venango  on  the  Alleghany. 

8  To  reach  Fort  Le  Boeuf,  situated  only  fifteen  miles  from  Lake  Erie,  Washing 
ton  had  to  travel  five  hundred  miles  through  the  wilderness.  By  the  time  he  was 
ready  to  start  back  from  Fort  Venango,  it  was  Christmas.  The  pack-horses  were 
so  weak  that  Washington  and  a  single  companion  pressed  forward  on  foot.  They 
had  many  narrow  escapes  from  death.  A  treacherous  Indian  guide,  who  was  not 
three  rods  in  advance,  turned  suddenly  and  shot  at  Washington,  but  missed  him. 
Washington  took  the  Indian's  gun  away  and  let  him  go.  On  reaching  the  Alle 
ghany  River  Washington  and  his  companion  found  it  full  of  floating  ice.  With 
nothing  but  a  hatchet,  they  made  a  raft  and  began  crossing  the  river.  Shortly  after 
ward  Washington  was  struck  by  a  piece  of  floating  ice  and  knocked  into  the  water. 
Darkness  falling  upon  them  before  they  could  reach  the  opposite  side  of  the  river, 
they  spent  the  night  on  an  island,  where  thev  nearly  froze  to  death. 


THE   LAST  FRENCH  WAR 


97 


it  first,  but  were  driven  off  by  a  larger  force  of  French,  who 
put  up  a  fort  and  called  it  Fort  Du  Quesne.  Washington, 
who  was  on  his  way  from  Virginia  to  occupy  the  new  fort, 
was  met  by  the  unsuccessful  party  of  English.  He  pushed 
on  to  Great  Meadows  (Pennsylvania),  and  there  learned 
that  the  French  were  marching  toward  him.  Advancing 
with  the  aid  of  an  Indian  guide  and  forty  men,  The  fighting  be- 
he  met  a  French  party  in  a  dark  glen  near  by,  gins  at  Great 
and  exchanged  shots  with  them.  The  French  neadows» 
leader  and  most  of  his  men  were  killed.  This  encounter 
began  the  war.  Washington  returned  to  Great  Meadows 


QUEBEC   IN    1730. 

and  threw  up  intrenchments  which  he  called  Fort  Neces 
sity.  Here  he  was  defeated  by  the  French  and  obliged  to 
retire  (July,  1754).  This  handful  of  men  with  their  youth 
ful  leader  had  fired  the  shot  which  set  in  motion  European 
armies.  The  war  which  followed  was  but  little  less  im 
portant  in  its  issues  than  the  Revolution.  Let  us  now  fol 
low  it  in  some  of  its  most  important  engagements. 

87.  Plan  of  the  War.— The  plan  ol  the  English  in  1755 
and  their  general  plan  for  &^e  war  was  four-fold.  An  ex 
pedition  was  to  be  sent  againstN  Acadia ;  a  second  against 
Crown  Point,  a  French  fort  on  Lake  Champlain,  which 


9&  HISTORY  OF  THE  UNITED  STATES 

controlled  the  route  to  Canada  from  the  south  ;  a  third  was 
to  move  through  the  Mohawk  valley  and  capture  Fort 
Niagara,  the  key  to  the  Great  Lakes  ;  and  a  fourth,  the  most 
important,  under  the  leadership  of  General  Braddock,  had 
for  its  object  the  capture  of  Fort  Du  Quesne,  the  "  Gate 
way  of  the  West/' 

88.  Braddock's  Defeat  (1755.) — In  1755  General  Brad- 
dock  was  sent  over  to  take  command  of  the  English  forces 
in  America.  He  was  a  brave  soldier  with  much  expe 
rience,  but  he  knew  nothing  of  fighting  the  Indians  in 
woodland  warfare.  Self-confident  and  headstrong,  he  was 

quite  unwilling:  to  take  advice  from  Wash- 
General  Braddock.  /  T-  i  i •  i  i  i  .1  j  i  • 

mgton  or  Franklin,1  who  both  warned  him 
against  Indian  ambuscades.  He  trusted  all  things  to  his 
English  regulars.  The  colonial  troops  were  to  his  mind 
very  inferior,  the  colonial  officers  inexperienced,  and  he 
regarded  them  with  contempt.  With  2,000  men  Braddock 
started  from  Alexandria,  Virginia,  toward  Fort  Du  Quesne.2 
His  purpose  was  to  capture  this  fort  and  then  to  march 
north  along  the  Alleghany  River,  capture  the  line  of  forts 
upon  its  banks,  and  join  the  other  forces  at  Niagara.  In 
marching  his  troops  he  insisted  upon  the  same  order  and 
precision  as  in  the  open  fields  of  Europe,  and  would  listen 
to  no  suggestions  of  avoiding  risks  from  ambush.  Finally, 
when  within  eight  miles  of  the  fort,  the  fears  of  the  de 
spised  American  militia  were  realized.  Braddock's  army 
The  ambush  and  marched  into  an  ambush.  The  attack  came 
the  battle.  from  an  unseen  foe,  who  shot  down  by  scores 

the  surprised  English  soldiers.  The  regulars  tried  to  fight 
in  ranks,  but  in  doing  so  were  the  more  easily  struck  down 

1  Benjamin  Franklin  was  at  this  time  forty-nine  years  old.     He  had  been  for 
many  years  a  member  of  the  Pennsylvania  Assembly  and  was  now  Postmaster-gen 
eral  for  America. 

2  Braddock  was  in  great  need  of  horses  and  wagons,  which  for  a  long  time  he 
was  not  able  to  secure.     At  Frederick,  Maryland,  he  was  met  by  Benjamin  Frank 
lin,  who  used  his  powerful  influence  to  procure  from  Pennsylvania  farmers  one  hun 
dred  and  fifty  wagons,  six  hundred  draft-horses,  and  fifteen  hundred  pack-horses. 
Franklin  promised  to  see  that  the  farmers  were  paid  for  their  horses  and  wagons, 
and  he  kept  his  word. 


GENERAL  BRADDOCK'S   TROOPS   IN   AN   INDIAN   AMBUSCADE. 


THE   LAST   FRENCH  WAR  99 

by  the  Indians  firing  from  behind  trees.  Braddock  made 
a  brave  effort  to  bear  up  against  the  foe.  Four  horses  were 
killed  under  him,  and  he  was  on  the  fifth  when  he  received 
a  mortal  wound.  Washington,  one  of  Braddock's  staff,  had 
three  horses  shot  under  him,  and  four  bullets  passed 
through  his  clothes. 

Finally,  after  suffering  severely,  the  regulars  fled  in 
shameful  rout.  The  brave  Virginians,  led  by  Washington, 
fought  behind  trees  in  true  Indian  fashion,  and  saved  the 
army  from  utter  ruin.  Out  of  Braddock's  Disma,  fallure  of 
army  of  2,000,  700  men  and  three-fourths  of  Braddock's  expe- 
the  officers  were  killed.  Such  was  the  dismal  dltlon- 
failure  of  Braddock's  expedition.  The  miserable  remnant 
of  his  army  retreated,  and  the  Indians  laid  waste  the  settle 
ments  in  western  Virginia,  Maryland,  and  Pennsylvania. 

89.  Removal  of  the  Acadians  (1755). — During  the  same 
summer  that  Braddock  was  defeated  the  people  of  Acadia 
were  removed  from  their  homes.     Acadia  was  included  in 
what  is  now  Nova  Scotia  and   New  Brunswick.      It  was 
settled  by  the  French  early  in  the  seventeenth  century,  and 
about  one  hundred  years  later  (1710)  was  captured  by  the 
English.     For  forty-five  years  it  had  been  un-  The  Acadians  take 
der    English    rule.     But   the    simple-minded,  sides  with  the 
ignorant   peasantry    continued    to   speak   the  French< 
French  language  and  to  take  sides  with  the  French  in  every 
struggle  with  the  English.     In  this  way  they  did  much  in 
jury   to   the    English    cause.     Accordingly,  in    1755,  some 
troops  from   New  England  landed  in  Acadia  and  told  the 
inhabitants  they  must  promise  to  support  the  English  king 
or  they  would  be  sent  out  of  the  country.     More  than  5,000 
of  them  refused,  and  they  were  torn  from  their       Their  removal 
homes  and  scattered  among  the  colonies  from       necessary. 
Massachusetts  to  Georgia.     A  large  number  of  them  found 
their  way  to  Louisiana,  where  many  of  their  descendants 
may  be  found  to-day.     This  removal  caused  much  hardship, 
but  it  seemed  to  be  a  military  necessity. 

90.  Montcalm  and  French  Successes. — There  had  been 
fighting  in  the  colonies  for  about  two  years  before  war  was 


IOO 


HISTORY   OF  THE  UNITED    STATES 


QUEBEC 


declared  between  England  and  France  in  1756.  The  first 
two  years  of  fighting  in  the  colonies  found  the  French  suc 
cessful  almost  everywhere.  The  English  government  sent 
weak  English  to  America  very  weak  and  inefficient  generals. 
generals.  These  men,  like  Braddock,  were  unwilling  to 

take  any  advice  from  colonial  officers  and  looked  down 
upon  colonial  troops.  Moreover,  they  so  managed  the 

various  armies  that  there 
was  not  united  and  harmo 
nious  action.  The  French, 
on  the  contrary,  were  ably 
handled  by  Montcalm,  who 
so  massed  his  forces  at  im 
portant  points  that,  during 
these  two  years,  he  kept  the 
English  out  of  the  disputed 
territory,  and  hemmed 
them  in  behind  the  Alle- 
ghanies.  At  the  close  of 
1757  the  outlook  for  Eng 
land  was  gloomy. 

91.  William  Pitt  and 
English  Successes. — At 
this  critical  time  William 
Pitt  became  the  head  of 
affairs  in  England.  Clear 
headed  and  great-hearted, 

he  was  a  true  hero.  He  loved  England  as  fondly  as  his 
own  life  and  was  willing  to  rise  or  fall  with  her.  He  said, 
"  I  can  save  England,"  and  he  did  save  England.  His  faith 
in  himself  and  his  country  filled  the  people  with  hope  and 
confidence.  He  appointed  strong  and  able  officers  for  the 
troops  in  America.  He  put  the  colonial  officers  and  troops 
on  an  equal  footing  with  the  English  and  pushed  forward 
the  various  armies  in  energetic,  united  action.  The  spirit 
of  Pitt  was  everywhere.  In  quick  succession  Louisburg, 
Fort  Frontenac,  Fort  Du  Quesne,  Fort  Niagara,  and  other 
French  strongholds  fell  into  the  hands  of  the  English. 


THE   LAST  FRENCH   WAR 


101 


Quebec. 


92.  Wolfe  and  the  Capture  of  Quebec    (September   18, 
J759)- — Pitt  showed   great   wisdom   in  appointing  General 
Wolfe  to   take    command    of    an    expedition 
against  Quebec,  the  most  important  place  now 
remaining   in   possession  of  the  French.1     General  Wolfe, 
then  in  his  thirty-third  year,  had  a  feeble  body  but  a  fear 
less  soul.     As  brigadier-general  at  Louisburg  he  had  gained 
high  praise  for  energy  and  boldness.     Pitt  believed  in  this 
brave  young  general,  and  therefore 
placed  him  at  the  head  of  an  army  of 
10,000  men  for  the  capture  of  Quebec. 
The  men  so  idolized  Wolfe  that  they 
would  gladly  follow  him  to  victory 
or  death. 

Quebec  was  situated  on  steep  and 
lofty  cliffs  overlooking  the  St.  Law 
rence,     and     was     pro 
tected  by  a  strong  for 
tress.  This  fortress  was  the  strongest 
in  America,  and  the  key  to  Canada. 
Wolfe  and  his  army  tried  in  vain  for 
three   months   to   find    a   weak    spot 
where  they  might  make  a  successful 
attack,  but  failure  met  them  on  every 
hand.     The  English  troops  were  dis 
couraged,  and  even  the  brave  Wolfe  began  to  lose  hope, 
but  in  spite  of  sickness  and  intense    bodily   suffering    he 
resolved  to  make  one  more  attempt  to  take  Quebec. 

At  last  his  searching  eyes  caught  sight  of  a  pathway  up 
the  rugged  sides  of  the  cliffs  along  the  river  bank,  some 
distance  above  the  city.  Here  was  an  opportunity  not  to 
be  neglected.  One  dark  night  Wolfe's  army  floated  quietly 
down  the  river  in  boats  and  landed  at  the  foot  The  English  ciimb 
of  the  rocky  heights.  The  brave  soldiers,  the  rocky  heights. 
with  immense  difficulty,  pulled  themselves  and  their  cannon 
up  the  steep  ascent.  Reaching  the  top,  they  quickly  over- 

1  Crown  Point  and  Ticonderoga  were  captured  by  the  English  under  Amherst  in 
the  summer  of  1759  (the  last  of  July). 


MAJ.-GEN.    JAMES    WOLFE. 


IO2 


HISTORY  OF  THE  UNITED   STATES 


powered  the  guard,  which  was  too  much  astonished  to  make 
resistance.  In  the  morning-,  Wolfe's  men  were  drawn  up  in 
line  of  battle  on  the  Plains  of  Abraham,  less  than  a  mile 
from  the  walls  of  Quebec.  Montcalm,  astonished  at  what 
the  English  had  done,  would  not  wait  for  an  attack,  but  at 
once  led  his  army  out  on  the  open  plain.  The  fighting  was 
terrible,  and  the  French  could  not  stand  up  against  the 
withering  fire  of  the  English.  Wolfe  led  in  a  furious  charge 

and,  although  twice  pierced  with 
bullets,  refused  to  give  up  until  he 
received  a  mortal  wound.  It  was 
Wolfe's  victory  hard  for  him  to  die  as 
and  death.  long  as  the  issue  was  in 

doubt, but  when,  in  his  last  moments, 
he  heard  the  shout  of  victory,  he 
said,  "  Now,  God  be  praised,  I  will 
die  in  peace."  Montcalm  was  also 
mortally  wounded,  and  in  the  hour 
of  death  was  equally  heroic.  When 
told  that  he  could  not  live  more  than 
ten  or  twelve  hours,  he  exclaimed, 
"  Thank  God,  I  shall  not  live  to  see 
Quebec  surrendered."  A  few  days  later  Quebec  passed 
from  French  into  English  hands  (September  18,  1759). 

93.  The  Treaty  of  Peace  (1763).— With  the  fall  of 
Quebec  the  last  stronghold  of  the  French  in  America 
passed  into  the  hands  of  the  English.  The  following  year 
Montreal  surrendered,  and  the  colony  of  New  France 
ceased  to  exist.  Although  the  war  was  over  in  America, 
it  still  continued  for  three  years  in  Europe,  and  Spain 
joined  France  against  England,  It  was  finally  closed  by 
the  treaty  of  Paris,  signed  in  1763.  By  this  treaty  France 
ceded  to  Spain  all  the  territory  lying  between  the  Missis 
sippi  and  the  Rocky  Mountains;  also  the  town  of  New 
Orleans,  which  controlled  the  navigation  of  the  Mississippi. 
To  England  she  gave  Canada  and  all  her  territory  east  of 
the  Mississippi.1  Spain  gave  Florida  to  England  in  ex- 

1  France  retained  for  fishing  stations  two  small  islands,  St.  Pierre  and  Miquelon, 
in  the  Gulf  of  St.  Lawrence. 


MARQUIS    DE    MONTCALM. 


THE  LAST  FRENCH   WAR  103 

change  for  Havana,  which  the  English  had  captured  during 
the  war.  The  English  had  driven  out  of  North  America 
successively  the  Dutch  (1664)  and  the  French  (1763).  Eng 
land  and  Spain  alone  remained.  Thenceforward  these  two 
had  control  in  North  America. 

94.  Other  Results  of  the  War.— But  there  were  other 
far-reaching  results  of  the  Last  French  War  which  largely 
affected  the  future  of  the  English  colonies:  (i)  Up  to  this 
time  there  had  been  little  of  common  interest  among  them. 
But  all  were  engaged  in  this  struggle,  and  they  fought  side 
by  side.  Thus  the  war  taught  them  to  know  and  respect 
.each  other,  gave  them  a  mutual  interest,  and  prepared  them 
for  union.  (2)  They  were  made  to  realize  their  own 
strength  and  to  see  that  their  military  ability  was  quite 
equal  to  that  of  the  English  soldiers.  (3)  The  war  was  a 
preparatory  school  for  the  Revolution.  Such  officers  as 
Marion,  Stark,  Putnam,  and  Washington  received  a  mil 
itary  training  of  great  value.  (4)  Although  in  fighting  the 
French  in  America,  England  felt  that  she  had  been  pro 
tecting  the  colonies,  the  colonies  felt  that  they  had  been 
helping  England  in  establishing  English  against  French 
authority.  This  attitude  explains  their  growing  sense  of 
power  and  independence  which  led,  after  the  removal  of 
the  French,  to  their  resistance  against  British  interference 
and  their  final  separation  from  the  British  crown. 


NOTE 

The  Conspiracy  of  Pontiac. — When,  at  the  close  of  the  Last  French 
War,.  England  tried  to  take  possession  of  the  territory  west  of  the  Alleghanies 
and  north  of  the  Ohio,  trouble  with  the  Indians  in  that  region  at  once  arose. 
The  French,  embittered  by  their  loss  of  this  territory,  stirred  up  the  Indians 
against  tfie  English,  and  the  conspiracy  of  Pontiac  was  the  outcome.  This 
able  and  daring  chief  of  the  Ottawas  organized  a  widespread  movement  for 
the  purpose  of  destroying  all  the  English  settlers  west  of  the  Alleghanies. 
Having  won  over  to  his  scheme  many  tribes,  he  succeeded  in  capturing 
eight  out  of  twelve  forts,  whose  garrisons  he  put  to  death.  This  fierce  and 
bloody  war  lasted  two  years  and  ended  in  the  complete  failure  of  Pontiac. 


104  HISTORY   OF   THE   UNITED   STATES 


TO   THE   PUPIL 

1.  What  was  the  leading  cause  of  the  Last  French  War  ?    What  did 
the  Ohio  Company  set  out  to  do  ?    What  journey  did  Washington 
make  and  with  what  results  ?    Write  an  account  of  this  journey. 

2.  How  did  the  war  begin  ?     In  outlining  the  plan  of  the  war  use  the 
map  freely. 

3.  What  do  you  think  of  Braddock  and  of  the  causes  of  his  defeat  ? 
Was  the  removal  of  the   Acadians  just  ?    Give  reasons  for   your 
answer. 

4.  Account  for  French  successes  in  the  early  years  of  the  war.     What 
had  William  Pitt  to  do  with  English  successes  later  ? 

5.  What  do  you  admire  in  the  character  of  General  Wolfe  ?     For  many 
interesting  facts  about  the  personality  of  this  heroic  man,  see  Park- 
man's  Montcalm  and  Wolfe. 

6.  Imagine  yourself  to  have  been  one  of  Wolfe's  soldiers  and  write  an 
account  in  the  first  person  of  scaling  the  Heights  of  Abraham  and  of 
the  battle  on  the  following  day. 

7.  What  were  the  results  of  the  war  ?    Make  two  brief  outlines,  one 
containing  the  advantages  the  French  had  in  America  and  the  other 
containing  the  advantages  the  English  had. 

8.  Subject  for  debate  :  Resolved,  that  the  French  had  a  just  claim  to  the 
Ohio  valley. 

9.  Subject  for  essay :  Cooper's  Last  of  the  Mohicans. 

10.  To  aid  you  in  an  intelligent  review  from  the  beginning  of  the  book, 
you  can  supplement  the  chronological  chart  suggested  at  the  end  of 
Chapter  VI.  by  adding  a  fourth  parallel  line  for  the  principal  events 
connected  with  French  exploration  and  colonization.     Such  a  review 
will  help  you  to  understand  clearly  the  nature  of  the  struggle,  mainly 
on  the  part  of  four  European  countries,   to  get   control   of  North 
America.     By  1763  England  had  come  out  ahead  in  this  struggle. 

11.  'As  you  may  know,  Francis  Parkman  is  the  standard  historian  on  the 
relations  between  the  English  and  the  French  colonies  in  America. 
Read  his  Montcalm  and  Wolfe  and  Longfellow's  Evangeline. 


CHAPTER  XI 

LIFE  IN  THE  COLONIES  AT  THE  CLOSE  OF  THE  FRENCH 
AND   INDIAN  WARS 

REFERENCES:  Drake's  Making  of  New  England;  Richardson's  History 
of  Our  Country;  Barnes's  Popular  History  of  the  United  States;  Sanford's 
History  of  Connecticut;  Thwaites's  Colonies;  Scudder's  Men  and  Manners 
in  America  One  Hundred  Years  Ago ;  Eggleston's  Household  History. 

OUTSIDE  READINGS:  Earle's  Customs  and  Fashions  in  Old  New  England; 
Earle's  Sabbath  in  Puritan  New  England;  Earle's  Costume  of  Colonial  Times; 
Weeden's  Economic  and  Social  History  of  New  England;  Earle's  Margaret 
Winthrop;  Irving's  Knickerbocker's  History  of  New  York;  living's  Sketch 
Book ;  Hart's  Colonial  Children. 

95.  The  Colonies  in  General. — At  the  close  of  the 
French  and  Indian  Wars  in  1763,  the  colonies  mainly  occu 
pied  a  strip  of  land  lying  along-  the  Atlantic  coast  and 
stretching  all  the  way  from  Maine  to  Florida.  There  were, 
thirteen  of  these  original  colonies,  which,  by  reason  of  dif 
ference  in  soil,  climate,  and  other  natural  as  well  as  social 
and  economic  conditions,  may  be  divided  into  three  groups : 
the  New  England  group,  or  New  Hampshire,  Thc three groupg 
Massachusetts,  Rhode  Island,  and  Connecti-  of  colonies. 
cut;  the  Middle  group,  or  New  York,  New  Jersey,  Penn 
sylvania,  and  Delaware ;  and  the  Southern  group,  or  Mary 
land,  Virginia,  North  Carolina,  South  Carolina,  and  Georgia. 
The  population  was  about  two  million  souls,1  one-fourth  of 
whom  were  slaves.  The  people  lived  mainly  along  the  sea- 
coast  and  large  rivers,  although  a  few  settle-  population  and 
ments  stretched  back  into  the  forests.  As  large  towns. 
many  of  the  people  were  engaged  in  farming  there  were 
few  large  towns.  Philadelphia,  with  a  population  of  about 

lThe  population  of  New  York  City  in  1900  was  3,437,202. 
105 


io6  HISTORY   OF   THE   UNITED    STATES 

25,000,  was  the  largest  town  ;  Boston  was  not  far  behind  ; 
and  New  York  contained  10,000  or  12,000  people. 

Money  being  scarce,  trade  was  mainly  by  barter.  There 
were  much  comfort  and  prosperity  and  some  wealth,  but 
there  was  great  need  of  labor  to  develop  the  resources  of 
the  West,  which  was  now  under  the  control  of  the  English 
and  open  to  settlement. 


THE  NEW  ENGLAND  GROUP  OF  COLONIES 

96.  Occupations  of  the  People. — By  reason  of  the  poor, 
rocky  soil  of  New  England,  agriculture  yielded  a  meagre  re 
turn  for  a  great  deal  of  hard  labor.     Farming  on  a  small  scale 
was  extensive,  but  much  more  important  sources  of  wealth 
The  fisheries  and     were  the  cod  and  whale  fisheries.    By  1763  New 
the  west  indta     England  had  built  up  a  flourishing  trade  with 
islands.  the  West  India  Islands.     Cargoes  of  dried  fish 
from   New   England  were  exchanged  in  these  islands  for 
sugar,  molasses,  and  slaves.     Large  forests  furnished  excel 
lent  material  for  shipbuilding.     Boston  alone  had  six  hun 
dred  vessels  engaged  in  foreign  commerce  and  a  thousand 
in  the  fisheries  and  trade  along  the  coast.     All  this  fishing 
and  trading   developed  a  hardy  and  expert  class  of  sailors 
that  later  furnished  excellent  material  for  our  navy. 

97.  Religion  and  Church  Worship.— Religion  came  first 
with  the   Puritan.     The  minister  was  usually  the  leading 
man  in  the  community,  and  he  did  much  to  form  public 
opinion  in  political  as  well  as  religious  matters. 

The  churches  were  plain  within  and  without.  They  were 
not  heated,  even  in  the  coldest  weather.  But  for  all  this, 
church  attend-  everybody  was  expected  to  attend,  absence 
ance.  without  good  excuse  being  punishable  by  a 

fine.  The  minister  sometimes  preached  in  overcoat  and 
mittens.  Women  carried  heated  stones  in  their  muffs,  and 
later  handstoves  took  the  place  of  the  stones.  When  going 
to  church  the  men  sometimes  carried  their  muskets  and  left 
sentinels  outside  to  watch  against  sudden  attack  from  the 
Indians.  People  were  carefully  seated  according  to  their 


108  HISTORY  OF  THE  UNITED   STATES 

social  position,  the  men  sitting-  on  one  side  of  the  church 
and  the  women  on  the  other.  As  the  minister  often  preached 
two  or  three  hours,  the  congregation  at  times  naturally 
The  tithing  grew  tired  and  sleepy.  But  the  tithing  man 

man-  was  always  present  with  his  long  rod  of  author 

ity.  This  rod  had  a  piece  of  brass  on  one  end  and  a  hare's 
foot  on  the  other.  If  a  woman  went  to  sleep  she  was  gently 
touched  with  the  hare's  foot,  but  if  an  unfortunate  boy 


PURITANS    GOING   TO    CHURCH. 


nodded  or  otherwise  failed  in  reverent  attention,  he  was  less 
gently  rapped  on  the  head  with  the  hard  end  of  the  rod. 

98.  The  Salem  Witchcraft  (1692).— It  has  often  been 
said  that  the  gloomy  religious  life  of  the  Puritans  led  to  that 
strange  delusion  known  as  the  Salem  Witchcraft.  As  a 
matter  of  fact,  the  belief  in  witchcraft  in  1692  was  not  con 
fined  to  the  Puritans,  for  such  a  belief  was  almost  universal. 
The  witchcraft  craze  in  Massachusetts  started  from  Salem 
Village  (now  Danvers)  a  short  distance  from  Salem.  A 
half  dozen  girls  and  young  women,  from  ten  to  twenty 
years  old,  became  almost  insane  over  the  subject  of  witch 
craft.  They  mewed  like  cats,  barked  like  dogs,  and  went 
into  fits,  declaring  that  certain  persons,  in  league  with  the 
devil,  bit  them,  pinched  them,  or  in  some  way  tortured 
them.  On  the  testimony  of  these  silly  girls  hundreds  of 
innocent  people  were  thrown  into  prison  on  the  charge  of 
witchcraft  Before  the  frenzy  had  spent  itself,  nineteen 


LIFE   IN   COLONIAL  TIMES  109 

people  were  hanged,  including  a  clergyman,  and  one  old 
man  eighty  years  of  age  was  pressed  to  death  with  heavy 
weights.  But  when,  after  six  months,  some  of  the  magis 
trates  and  even  the  governor's  wife  were  accused,  the 
people  realized  their  folly  and  stopped  punishing  for  witch 
craft. 

99.  Education.— Education  stood  next  to  religion  and, 
from  the  Puritan  standpoint,  was  almost  a  part  of  religion. 
The  Puritans  therefore  established  a  system  of  public  edu 
cation  soon  after  reaching  New  England.     Every  town  was 
required  to   have    a   school,   and   before    1650   each   New 
England  colony,  except  Rhode  Island,  had  passed  laws  en 
forcing  some  degree  of  education.     Everywhere  there  was 
training  in  reading  and  writing.     As  a  consequence,  public 
education  was  so  general  that  there  were  few  people  who 
could  not  read  and  write.     As  early  as  1636  Harvard  Col 
lege  was  established  at  Cambridge,  Mass.,  and  in  1701  Yale 
College  at  New  Haven,  Conn. 

100.  Crimes  and  Punishments. — Laws  were  severe,  and 
few  crimes  were  committed.     Many  offences  were  punish 
able  by  death,  and  all  kinds  of  punishments  were  inflicted 
in  the  most  public  way.     Stocks,  pillories,  ducking-stools, 
and  whipping-posts  could  usually  be  found  in  every  village 
of  any  size.     The  pillory  was  a  wooden  frame,  so  constructed 
as  to  hold  fast  the  head  and  hands  of  the  offender.     The 
stocks  held  fast  the  offender's  feet  only.     In       The  stocks  and 
some  cases  he  was  confined  in  a  cage  and  ex-       thepiiiory. 
posed  to  the  public  gaze ;  in  others,  he  was  branded  with 
the  initial  letter  of  his  crimes  or  compelled  to  wear,  in  a 
conspicuous  place,  a  big  initial  letter  indicating  his  crime. 

101.  Life  and  Manners. — The   New  England   diet  was 
simple.      Cider  and  rum  were  favorite  drinks,  used  often  as 
we  use  tea  and  coffee  now. 

The  best  room  and  the  kitchen  were  the  principal  rooms 
in  the   house.     The  most  noticeable  thing  in  the  kitchen 
was  the  fireplace.     It  would  accommodate  a          Theoid-time 
backlog  five  or  six  feet  long  and  two  or  three          fireplace, 
feet  in  diameter,  and  was  large  enough  for  roasting  an  en- 


no 


HISTORY  OF  THE  UNITED  STATES 


Amusements. 


tire  sheep.  As  there  were  no  stoves  all  cooking  was  done 
here.  By  such  firesides  the  mothers  and  daughters  would 
sit  during  the  long  winter  evenings  with  their  knitting, 
spinning,  or  quilting,  while  the  father  read  his  Bible  or 
smoked  his  pipe.  Sometimes  as  the  fire  blazed,  cider-drink 
ing,  nut-cracking,  and  story-telling  helped  to  while  away 
the  evening  hours. 

In  general,  however,  life  was  neither  bright  nor  cheer 
ful,  as  the  Puritans  were  shy  of  most  kinds  of  enjoyment. 

But  the  young  people  were  not  with- 
out  simple  amusements, 
like  house -raisings, 
dancing,  and  corn-husking  parties, 
and  social  gatherings  for  spinning, 
quilting,  and  apple- 
paring.  On  these 
occasions  there  was 
much  genuine  fun. 
Christmas  was  not 
observed  because 
the  Puritans  did  not 
like  the  Church  of 
England,  which 
made  much  of  the 
observance  of 
Christmas.  Their 
chief  holiday  was 
Thanksgiving  Day, 
which  they  celebrated,  as  now,  in  the  autumn.  This  was 
made  the  occasion  for  family  reunions.  At  the  Thanks- 
The Thanksgiving  giving  dinner  the  table  was  loaded  with 
reunion.  chicken,  turkey,  nuts,  plum-puddings,  mince- 

pies,  pumpkin-pies,  and  many  other  toothsome  varieties  of 
food.  Weddings  were  festive  occasions.  The  friends  and 
Weddings  and  neighbors  were  generally  entertained  at  the 
tunerais.  bride's  home,  the  wedding  feast  often  lasting 

several  days.  Funerals  were  very  expensive.  Gifts  such 
as  scarfs,  gloves,  and  rings  were  generously  distributed  to 


A   WANTON  GOSPELLER 


LIFE  IN  COLONIAL  TIMES  in 

the  guests,  and  an  elaborate  feast  of  meats  and  drinks  was 
regarded  as  an  essential  feature  of  the  occasion. 

TO  THE  PUPIL 

1.  Prepare  yourself  to  write  five  minutes  on  any  one  of  the  following 

topics  :  Occupations  of  the  people,  church  worship,  education,  crimes 
and  punishments,  the  old-time  fireplace,  and  amusements. 

2.  Imagine  yourself  to  be  a  New  England  boy  or  girl  in  colonial  days  and 

write  a  story  of  your  experiences.     Such  work  will  greatly  aid  you 
in  reviving  the  past. 

3.  What  do  you  like  in  the  manners  and  customs  of  Early  New  England  ? 

Read  Earle's  Customs  and  Fashions  in  Old  New  England. 


THE  SOUTHERN  GROUP  OF  COLONIES 

102.  Occupations  of  the  People. — In  the  Southern  col 
onies,  a  rich  soil  was  ^general,  rivers  made  excellent  high 
ways,  and  the  climate  was  well  suited  to  agriculture.     The 
plantations  were  scattered  along   the    rivers,  The  plantation  and 
sometimes    many    miles   apart,    with    thickly  the  planter, 
wooded  stretches  of  land  between.     Each  planter  in  Vir 
ginia  had  his  own  wharf,  from  which  his  produce  was  car 
ried  to  England,  and  to  which  manufactured  goods  of  every 
sort  were  brought  in  exchange.     The  planter  needed  but 
little  that  he  did  not  obtain  on  his  plantation  or  at  his  wharf 
His  slaves  were  not  only  cultivators  of  the  soil,  but  they  in- 
eluded  skilled  workmen,  such  as  millers,  tailors,  carpenters, 
and  shoemakers.     Under  such  an   independent  system  of 
life,  towns  were   not   needed,  and   before  the  Revolution 
there  were  only  a  few  towns  of  any  size  in  Virginia. 

103.  Education. — The  facilities  for  common  school  edu 
cation  were  poor.     Governor  Berkeley  said  (1670),  "  I  thank 
God  there  are  no  free  schools,  nor  printing,    Berkeley  opposes 
and  I  hope  we  shall  not  have  them  these  hun-    free  schools, 
dred  years."   The  scattered  condition  of  the  population  did 
not  favor  the  establishment  of  good  common  schools.     The 
rich   planters  had  tutors  at  home  for    their  children  and 
often  sent  their  sons  to   Europe  to  be  educated,  but  the 
vschools  for  the  masses  were  so  few  that  the  poorer  people 


112 


HISTORY  OF  THE   UNITED    STATES 


generally  grew  up  in  ignorance.  The  wealthy  planters 
could  live  without  work  and  formed  a  leisure  class.  Many 
of  them  owned  fine  libraries. 

Although  Virginia  had  been  settled  as  early  as  1607,  the 
most  important  additions  were  made  to  her  population  in 
the  time  of  the  Commonwealth  (1649-1660.)  During  this 
The  cavaliers  and  tlme  hundreds  of  the  king's  followers,  or 
political  leaders  m  cavaliers,  came  to  Virginia.  These  men  were 
usually  from  the  higher  ranks  of  English  soci 
ety,  and  had  been  prominent  in  public  life  in  England. 
Their  descendants  in  Virginia  naturally  inherited  their 
political  tendencies  and  included  the  ancestors  of  George 
Washington,  Thomas  Jefferson,  James  Madison,  James 
Monroe,  Patrick  Henry,  the  Lees,  and  the  Randolphs.  We 
need  not  be  surprised,  then,  that  Virginia  furnished  more 
leaders  in  the  Revolution  than  any  other  colony  and  after 
ward  became  the  "  Mother  of  Presidents." 

104.  Life  and  Manners. — The  mansion  of   the  planter, 
built  of  wood  or  brick,  was  two  stories  high,  with  a  spa 
cious  veranda  and  a  wide  hall 
way.      Close    by    the    mansion 

The  mansion  and  WCTC  the  slave 
the  slave  quarters,  quarters,  COnsist- 

ing  of  wooden  cabins  sur 
rounded  by  gardens  and  poultry 
yards.  These  negro  quarters, 
on  a.  large  plantation,  made  a 
small  village,  and  all  about  them 
could  be  seen  swarms  of  negro 
children.  Planters  on  the  large 
plantations  lived  in  wasteful 
Manner  of  life  of  extravagance,  with 

the  planters.  choice     dogS,     fine 

horses,  and  a  coach-and-six  for 
great  occasions.  They  were 
fond  of  such  sports  as  horse- 
racing  and  fox-hunting,  and 
were  so  generous  and  hospi- 


THE    PILLORY. 


LIFE   IN   COLONIAL  TIMES  113 


COLONIAL    RELICS. 

table  that  the  doors  of  their  mansions  were  always  open 
to  respectable  travellers.  Though,  as  we  have  seen,  Thanks 
giving  was  the  feast-day  of  the  year  in  New  Christmas  a  fes- 
England,  Christmas  was  celebrated  in  a  fes-  tive  occasion. 
tive  manner  in  the  South,  when  everything  was  gay  and 
bright  in  the  planter's  house.  A  great  dinner  was  followed 
in  the  evening  by  dancing  to  the  music  of  the  harpsichord 
and  the  violin. 

TO  THE   PUPIL 

1.  Find  points  of  difference  between  the  people  in  New  England  and 

in  the  South  in  respect  to  occupations,  education,  and  life  and  man 
ners. 

2.  Write  an  essay  on  life  in  Virginia  just  before  the  Revolution.     Read 

Scudder's  George  Washington. 

THE  MIDDLE  GROUP  OF  COLONIES 

105.  The  People   and  Their  Occupation. — The  people 
in  the  New  England  and  Southern  groups  of  colonies  were 
largely   English,   but   this  was   by  no  means  A  mjxed  popula. 
true    of    New    York,    Pennsylvania,    and    the  tion  in  New  York 
other  Middle  colonies.     Here  the  population  and Penn8y'vania- 
represented  many  of  the  countries  of  Europe.     Trade  and 
agriculture  were  of  about  equal  importance  in  New  York. 
The  fur  trade  claimed  most   attention  in  New  York  and 


HISTORY   OF   THE   UNITED   STATES 


EARLY    NEW   AMSTERDAM,    SHOWING 

Pennsylvania.  Besides  iurs,  the  principal  exports  were 
grain  and  flour.  The  principal  port  tor  foreign  trade  was 
then,  as  now,  New  York,  whose  merchants  were  busy  and 
prosperous,  employing  many  ships  in  their  extensive  corn- 
Trade  agricuit=  rnerce  with  England,  the  West  Indies,  and 
ure,  and  manu-  other  parts  of  the  world.  Most  manufactured 
goods  came  from  England  and  the  continent 
of  Europe.  As  in  New  England,  the  spinning-wheel  and 
loom  took  their  place  in  the  domestic  economy.  The  ship 
building  industry  and  the  saw-mill  were  of  necessity  early 
developed,  and  the  Dutch  wind-mill  became  a  striking  feat 
ure  of  the  landscape.  Outside  of  New  York  agriculture 
was  the  most  extensive  industry. 

106.  Education. — While  the  Dutch  were  in  control, 
common  schools  were  well  supported  in  New  York,  but 
under  the  English  they  were  not  in  a  flourishing  condition. 
The  Episcopalians  founded  King's  College,  now  Columbia 
University,  New  York,  in  1754.  Although  in  New  Jersey 
and  Pennsylvania  but  little  was  done  to  provide  for  general 
education,  outside  of  a  few  larger  towns,  the  Presbyte- 


LIFE  IN   COLONIAL  TIMES 


COSTUMES,    AMUSEMENTS,    AND   ARCHITECTURE. 

rians  founded  Princeton  College,  New  Jersey,  in  1746;  and 
Benjamin  Franklin  founded  the  University  of  Pennsylvania 
at  Philadelphia  in  1749. 

107.  Crimes  and  Punishments. — Crime  was  not  widely 
prevalent  in  the   Middle   colonies,  although   piracy  had  a 
most  demoralizing  influence.     Hanging,  whipping,  and  the 
pillory  were  forms  of  punishment  frequently  practised  under 
the  public  gaze,  as  was  the  case  in  New  England. 

108.  Life  and  Manners  Among  the  Dutch. — The  Dutch 
house  had  a  pointed  gable  roof  with  a  weather-vane  on  top 
and  a  porch  in  front  of  the   house,  where  the  family  sat 
during    summer   evenings   to   enjoy    the   air.    r 

.  ,    &-          ,         J    J    .   ,  The  Dutch  house. 

There  were  great  wide  fireplaces  with  seats 

for  reading  or  sewing.     The  walls  were  without  paper,  but 

many    pictures   in   small    frames    hung   upon   them.     The 

Dutch  women  were  noted  for  their  neatness  and  for  their 

excellent  housekeeping.     They  scrubbed  the     Neat housekeep- 

floors  and  sprinkled   them   with   sand    every     In*- 

day.     The  men  were  slow  and  easy-going,  but  they  were 

honest,  thrifty,  and  industrious.     They  were  fond  of  smok- 


n6  HISTORY  OF  THE  UNITED  STATES 

ing  and  liked  story-telling  and  good  eating,  the  Dutch 
housekeepers  being  noted  for  their  skill  in  making  dough- 
nuts,  crullers,  and  various  kinds  of  cakes.  The  Dutch  intro 
duced  "  Santa  Claus  '  and  "  St.  Nicholas  "  at  Christmas 
time,  and  New  Year's  visiting.  Among  them  a  funeral 
was  a  most  expensive  affair.  Not  only  did 

Funeral  customs.        ,  , .        . .  .  .  J         . 

they  distribute  to  the  guests  gloves,  scarfs, 
and  rings,  as  was  the  custom  in  New  England,  but  to  each 
friend  a  bottle  of  wine.  In  Albany  the  funeral  expenses  in 
one  instance  were  $20,000. 

The  towns  were  situated  mostly  about  the  mouth  of  the 
Hudson,  and  from  there  the  settlements  extended  through 
the  Hudson  valley  to  Albany  and  then  followed  the  Mo 
hawk  valley.  The  patroons  lived  on  their  vast  estates  in 
Lifeamongthe  grand  and  richly  furnished  houses  facing  the 
patroons.  Hudson.  They  had  about  them  many  ser 

vants  and  rented  to  numerous  tenants  the  farms  into  which 
their  estates  were  divided.  These  great  estates,  lying  on 
the  rivers,  where  goods  could  be  easily  landed  and  cargoes 
sent  off,  did  away  with  the  necessity  of  trade  centres  or 
towns. 

The  people  were  more  social  and  fond  of  merry-making 
than  the  New  Englanders.  Their  most  noted  holidays 
were  Christmas,  New  Year's,  St.  Valentine's  Day,  Easter, 
and  May  Day.  In  the  country,  spinning-bees,  house-rais- 
sociai  life  of  the  ings,  corn-huskings,  and  dancing  parties  were 
people,  favorite  amusements;  in  towns,  horse-racing, 

cock-fighting,  balls,  and  picnics.  There  was  little  luxury, 
but  much  quiet  contentment  with  the  simple  ways  of 
living. 

TO  THE  PUPIL 

1.  What  points  of  difference  do  you  find  between  the  people  of  the  Middle 

colonies  and  those  of  New  England  ?    Those  of  the  South  ? 

2.  Write  a  short  account  of  life  and  manners  among  the  Dutch,  adding  as 

many  facts  as  you  can  to  those  given  in  the  text. 

3.  The  Legend  of  Sleepy  Hollow,  in  Irving's  Sketch  Book,  is  delightful 

reading. 


LIFE  IN   COLONIAL  TIMES 


117 


MODES    OF   TRAVEL   AND    COMMUNICATION 

109.  Modes  of  Travel. — It  was  difficult  for  the  colonies 
to  know  and  understand  each  other  because  their  means  of 
communication  were  so  restricted.  The  usual  mode  of 
travel  on  land  was  on  foot  or  horseback ;  and  not  only  were 
the  roads  poor,  but  very  few  of 
the  rivers  had  bridges.  People 
living  near  the  rivers  journeyed 
much  by  row-boats,  and  those 
along  the  coast  made  great  use 
of  sloops.  The  trip  by  water 
from  New  York  to  Philadelphia, 
with  a  fair  wind,  required  three 
days. 

A  wagon  ran  twice  a  week 
from  New  York  to  Philadelphia, 
and,  in  1766,  a  stage-coach  was 
put  on  which  made  the  trip  in 
two  days.  This  stage,  greatly 
shortening  the  time,  was  called  a  "  flying  machine."  It 
could  make  the  journey  from  Boston  to  New  York  in  four 
days.  When  the  coach  was  ready  the  driver  The  old  stage- 
gave  notice  by  sounding  a  horn,  and  then,  with  coach, 
a  crack  of  the  whip,  away  it  went  on  its  slow  and  toilsome 
journey,  during  which  it  was  no  uncommon  thing  for  the 
travellers  to  be  compelled  to  alight  and  help  pry  the  coach- 
wheels  out  of  the  mire. 

Mails  were  carried  mostly  on  horseback,  and  people 
depended  mainly  on  letters  for  news.  Newspapers  did  not 
at  this  time  tell  much  about  local  or  colonial 
news.  They  were  full  of  advertisements  and 
news  from  Europe.  The  first  newspaper  was  the  Boston 
News  Letter  (1704).  At  the  close  of  the  Last  French  Wai- 
there  were  from  thirty  to  forty  newspapers  in  the  whole 
country. 


OLD    SPINNING-WHEEL. 


Newspapers. 


CHAPTER  XII 

GROWTH    TOWARD    UNION    IN    THE    COLONIES 

REFERENCES:  Scribner's  Popular  History  of  the  United  States;  Fisher's 
Civil  Government  in  the  United  States ;  Thwaites's  Colonies ;  Fiske's  Colonial 
Era ;  Bancroft's  United  States,  II. 

OUTSIDE  READINGS:  Frothingham's  Rise  of  the  Republic;  Eggteston's 
Household  History;  Macy's  Our  Government;  Franklin's  Plan  of  Union  (Old 
South  Leaflets) ;  Fiske's  Civil  Government  in  the  United  States ;  Woodburn's 

The  American  Republic. 

no.  Colonial  Government. — The  various  colonial  gov 
ernments  were  modelled  after  the  English  and  were  there 
fore  much  alike  in  form.      Each   colony   had 

The  governor,  the     f  •> 

council,  and  the  its  governor  and  a  law-making  body  consist 
ing  of  the  Council,1  and  the  Assembly.  The 
Council  was  the  governor's  body  of  advisers.  They  aided 
the  governor  in  executing  his  duties,  and  generally  took 
part  in  making  laws.  The  Assembly  was  elected  by  the 
people  and  was  therefore  the  stronghold  of  their  rights. 
It  alone  could  levy  taxes,  and  in  this  way  it  controlled 
the  public  money. 

But  the  manner  of  choosing  the  governor  made  all  the 
difference  in  the  amount  of  freedom  which  each  colony 
The  three  kinds  enjoyed.  In  1763  there  were  three  political 
of  colonies.  groups2  of  colonies.  The  first,  containing 

Rhode  Island  and  Connecticut,  may  rightly  be  called  the 
republican,  or  self-governing,  group,  because  the  people 
elected  the  governor;  the  second,  containing  Pennsylvania, 

1  The  members  of  the  council  were  chosen  in  various  ways :  by  the  king,  as  in 
Virginia;  by  the  proprietary  governor,  as  in  Pennsylvania;  by  the  legislature,  as  in 
Massachusetts  ;  or  by  the  people,  as  in  Connecticut. 

2  These  political  groups  should  not  be  confused  with  the  groups  named  in 
par.  94. 

1 18 


GROWTH  TOWARD  UNION   IN  THE   COLONIES        119 

Delaware,  and  Maryland,  may  be  called  the  proprietary 
group,  because  the  proprietors  appointed  the  governor; 
and  the  third,  containing  the  remaining  eight  colonies, 
may  be  called  the  royal  group,  because  the  king  of  England 
appointed  the  governor. 

in.  Republican,  Proprietary,  and  Royal  Colonies. — 
Connecticut  and  Rhode  Island  had  very  liberal  charters 
and  governed  themselves  without  any  interference  from  the 
mother-country.  They  were,  *  even  at  this  early  period, 
little  republics.  In  the  royal  and  proprietary  struggle  between 
colonies  there  was  an  almost  continual  strug-  the  r°yal  andpro- 
gle  going  on  between  the  governors  and  the  and  ^he^^awem! 
colonial  assemblies.  The  points  at  issue  were  blies- 
sometimes  petty,  sometimes  serious,  and  the  discussions 
were  often  bitter.  In  New  York,  for  instance,  the  burn 
ing  question  was  whether  the  governor  should  receive  a 
fixed  salary  (1/45-1755).  The  members  of  the  assembly  ob 
jected,  for  they  feared  that  the  governor  might  thus  become 
independent  of  the  people.  They  believed  a  fixed  salary 
would  be  in  the  nature  of  a  tax  by  the  crown,  and,  true  to 
the  instincts  of  their  forefathers,  they  declared  that  no  taxes 
should  be  levied  without  the  consent  of  the  people.  In  all 
the  proprietary  and  royal  colonies,  long  and  No  taxatlon  with_ 
bitter  conflicts  were  waged  over  raising  money  out  representa- 
for  public  defence,  especially  during  the  Inter-  * 
colonial  Wars  (1689-1763).  As  the  real  source  of  power  in 
any  government  is  the  authority  that  lays  the  taxes,  the 
assemblies  usually  came  out  ahead. 

The  results  were  twofold :  (i)  The  people  received  valu 
able  political  training,  and  (2)  they  learned  that  they  had  a 
common  interest  in  contending  against  the  personal  rule 
of  the  king  of  England.  The  attempt  to  enforce  personal 
rule,  or  royal  prerogative,  as  it  was  called,  is  TWO  results  of 
most  familiar  in  the  case  of  Berkeley  in  Vir-  the  struggle, 
ginia  and  Andros  in  Massachusetts,  who  did  much  to  arouse 
the  spirit  of  opposition  in  the  two  leading  colonies.  These 
colonies  were  afterward  the  first  to  break  out  in  open  re 
bellion  against  English  authority. 


I2O 


HISTORY  OF  THE  UNITED   STATES 


Poor  Richard,  1733. 


A  N 


Almanack 

FoithcYcarofChrift 

i 


H2.  Need  of  Union  Among  the  Colonies. — The  great 
need  of  the  thirteen  colonies  was  union.  We  have  seen 
how  the  feeling  of  common  danger  from  Indian  Wars,  and 
later  from  the  various  wars  with  the  French,  drew  the  col 
onists  together.  The  com 
mon  grievances  of  the  as 
semblies  against  their  royal 
and  proprietary  governors 
united  the  people  still  more 
closely,  when  the  latter  real 
ized  that  their  liberties  were 
endangered  by  the  British 
crown. 

The  royal  governors  ap 
preciated  the  need  of  union, 
and  they  naturally  sought 
the  advantage  of  the  crown. 
They  urged  union  as  a  means 
of  checking  the  people's 
power.  As  representatives 
of  the  king  they  wished  (i) 
to  get  control  of  colonial 
trade,  and  (2)  to  take  the 
right  of  taxation  out  of  the 

Why     the     royal     hands.      °f       tllC 

governors  wished     colonial 

union. 


733 


Being  the  Firft  after  I  E AP  YEAR: 

Jnd  mates  fmf  the  Creation  Years 

By  the  Account-  of  the  E  (\nn  Gftdi  7241 

By  the  Latin  Church,   when  O  cm    V  6932 

By  the  Computation  of  W  If-  5742 
By  the  Roman  Chronology 

By  the  Jevijb  Rabbies  5454 

Wherein  is  contained 
The  Lunations,  Eclipfcs,  Judgment  of 

the  Weather,  Spring  Tide*,  PrW»s  Motionsfic 
jrmrual  AfpcGs,  Sun  and  Moon's  Rif.ng  and  Set 
ting,  Length  of  Days.  Tirne  of  High  Water. 
Fairs,  Courts,  and  obfcrvable  Day* 
Fitted  to  the  Lariruclcoi  Forty  Degrees 
and  a  Meridian  of  Fivr  Hours  VV«-ft  frorr. 7M*». 
Init  may  without  fenflMe  Error  ferve  ah  the  ad 
jacent  Places,  ewen  from  KnvfomcUaiJ  ,0 
Carolina. 




By  RICHARD  S/fUNDERS,Ph'i\om. 


PHILADRLPHIAs 

Printed  and  fold  by  B  FRJHKLIH.  at  rhe  New 

Printing  Office  neat  the  Market 


TITLE  PAGE  OF   "  POOR  RICHARD'S 
ALMANAC." 


blies. 

people,  under  the  various 
colonial  governments,  had 
acquired  much  more  power 
than  the  king  wished  them  to  have.  For  instance,  the  dif 
ferent  assemblies,  in  their  narrow,  provincial  spirit,  would 
not  act  together,  and  were  slow  to  enlist  soldiers,  build 
weakness  from  forts,  or  send  armies  into  the  field,  where  their 
lack  of  union.  Own  territory  was  in  no  danger  of  attack.  As 
a  result,  there  was  little  united  effort  to  ward  off  a  great 
danger  such  as  threatened  the  colonies  in  the  Last  French 
War  and  in  Pontiac's  conspiracy.  This  lack  of  union  ex- 


GROWTH  TOWARD  UNION  IN  THE  COLONIES        121 

plains  the  purpose  of  James  II.  in  appointing  Andros  gov. 
ernor  of  New  England,  New  York,  and  New  Jersey.  He 
supposed  he  would  strengthen  the  Northern  colonies  by 
uniting  them  under  one  government  that  could  act  with 
energy  and  promptness,  but,  as  we  have  seen,  he  failed. 

The  colonies  sought  union,  in  so  far  as  they  sought  it  at 
all,  for  an  entirely  different  purpose — to  ward    why  the  colonies 
off  the  offensive  restrictions  and  impositions  of    sought  union. 
England  and  to  extend  and  increase  the  rights  of  the  people. 

From  the  beginning  of  the  English  settlements  in  Amer 
ica,  a  democratic  spirit  was  developed  by  the  situation  and 
life  of  the  colonists.  But  Benjamin  Franklin1  saw  that 
something  more  than  a  spirit  of  democracy  or  self-govern 
ment  was  needed  to  make  a  strong  people.  He  saw  that 
they  needed  a  central  authority  to  lay  taxes  for  their  mutual 
defence.  Clearly  understanding  this  need,  Franklin  pro 
posed  his  famous  Plan  of  Union  at  the  Albany  Convention8 
(1754).  According  to  this  plan  each  colony  Franklin's  Plan 
was  to  elect  representatives  to  a  Grand  Coun-  of  Unlon- 
cil,  similar  to  our  present  National  Congress.  This  Grand 
Council  was  to  have  the  power  of  levying  taxes  upon  the 
people  for  raising  and  maintaining  armies  and  otherwise 
providing  for  the  defence  of  the  colonies.  Moreover,  like 
our  present  Congress,  this  Council  was  to  exercise  supreme 

1  Benjamin  Franklin  was  born  in  Boston  in  1706  and  died  in  1790.  His  father, 
a  soap-boiler  and  tallow-chandler,  had  seventeen  children,  of  whom  Benjamin  was 
the  youngest  son.  At  ten  years  of  age  the  lad  was  set  to  work  in  his  father's  shop, 
but  was  dissatisfied  with  the  business.  Then  he  tried  printing  with  his  brother, 
but  suffered  from  harsh  treatment.  Finally,  at  the  age  of  seventeen  he  ran  away 
from  home  to  seek  his  fortune.  One  Sunday  morning  he  landed  in  Philadelphia, 
cold  and  friendless,  and  with  only  a  single  dollar  in  his  pocket. 

In  1732  he  began  to  publish  Poor  Richard's  Almanac,  which  he  continued  to 
publish  for  twenty  years.  Full  of  witty  maxims  which  people  could  apply  with 
profit  to  every-day  living,  it  became  extremely  popular  and  had  an  immense  sale. 
Franklin  became  rich  and  devoted  himself  to  science.  By  simple  experimenting 
with  a  kite,  he  discovered  that  lightning  is  nothing  more  than  discharges  of  electric 
ity.  He  invented  a  kind  of  open  stove  which  is  in  use  at  the  present  time.  At 
the  close  of  the  Revolution  he  was  associated  with  John  Adams  and  John  Jay  in 
securing  a  treaty  of  peace  with  England. 

*  Only  seven  colonies  were  represented.  This  Convention  was  called  to  form  a 
closer  alliance  with  the  Six  Nations. 


122  HISTORY  OF  THE  UNITED  STATES 

authority  in  questions  affecting  all  the  colonies  alike.     This 
was  known  as  the  Albany  Plan  of  Union. 

The  king  of  England  did  not  like  it,  because  he  feared 
it  might  encourage  the  colonies  to  form  a  union  in  which 
the  people  would  exercise  too  much  power.  The  colonists 
did  not  like  it1  because  they  were  unwilling  to  give  up 
Reasons  for  its  the  right  of  taxation  by  their  colonial  assem- 
faiiure.  blies.  Franklin's  Plan  of  Union  failed,  but  it 

was  of  great  value  because  it  led  the  people  to  think  seri 
ously  about  the  advantages  of  union. 

TO  THE   PUPIL 

1.  How  did  the  Council  differ  from  the  Assembly  ? 

2.  What  were  the  three  political  groups  of  colonies  ?    What  was  the 

distinguishing  feature  of  each  group  ? 

3.  Discuss  the  nature  of  the  struggle  between  the  various  assemblies  on 

the  one  side  and  the  loyal  and  proprietary  governors  on  the  other. 
What  were  the  results  ?  In  this  connection,  review  the  struggle  be 
tween  Governor  Berkeley  and  the  people  of  Virginia  and  that  be 
tween  Governor  Andros  and  the  people  of  New  England.  If  you 
get  clear  ideas  about  these  struggles,  you  will  better  understand  the 
causes  of  the  Revolution. 

4.  Why  was  there  need  of  union  among  the  colonies  ?    What  attempts 

at  union  had  been  made  ?  Why  did  the  royal  governors  wish  union 
among  the  colonies  ?  On  what  grounds  did  the  colonies  seek  union  ? 
What  was  Franklin's  Plan  of  Union  ?  Why  did  it  fail  and  what 
were  its  results  ? 

CHRONOLOGY 

1524.    FRENCH    EXPEDITION   TO   AMERICA   UNDER    VERRAZANO. 
1528.    PAMPHILO    DE   NARVAEZ    LANDS   IN    FLORIDA. 
1531-33.    PIZARRO    CONQUERS   PERU. 
1534.    CARTIER    SAILS   TO    THE   GULF    OF    ST.    LAWRENCE. 

1539.  DE    SOTO    LANDS   IN    FLORIDA. 

1540.  CORON ADO'S   EXPEDITION    IN    SEARCH    OF    CIBOLA. 

1541.  DE  SOTO  DISCOVERS  THE  MISSISSIPPI  RIVER. 

1562.  COLIGNY'S  FIRST  COLONY  SENT  TO  FLORIDA  UNDER  RIBAULT. 

1565.  FOUNDING  OF  ST.  AUGUSTINE. 

1576.  MARTIN  FROBISHER  DISCOVERS  THE  STRAIT  SINCE  CALLED  BY  HIS  NAME. 

1579.    DRAKE    ON   THE   CALIFORNIA   COAST. 

1  The  plan  was  presented  to  the  several  legislatures,  and  they  all  rejected  it  be 
cause  they  did  not  strongly  feel  the  need  of  union. 


GROWTH  TOWARD   UNION  IN  THE  COLONIES        123 

1584.  SIR   WALTER   RALEIGH'S   FIRST   EXPEDITION. 

1585.  RALEIGH'S  FIRST  COLONY. 
1587.  IIALEIGH'S  SECOND  COLONY. 

1603.  FIRST  VOYAGE  OF  SAMUEL  DE  CHAMPLAIN  TO  AMERICA. 

1606.  PATENT   GRANTED    TO   THE   VIRGINIA   COMPANIES. 

1607.  FIRST    PERMANENT    SETTLEMENT    OF   VIRGINIA   AT   JAMESTOWN. 

1608.  FOUNDING    OF    QUEBEC    BY    SAMUEL   DE    CHAMPLAIN. 

1609.  THE    DISCOVERY    OF   LAKE    CHAMPLAIN. 

HENRY   HUDSON   DISCOVERS   THE   HUDSON    RIVER. 
l6ll.    SIR   THOMAS  DALE,   GOVERNOR    OF   VIRGINIA. 

1619.  FIRST   CARGO    OF    SLAVES   BROUGHT   TO   JAMESTOWN. 

FIRST   LEGISLATIVE   ASSEMBLY   OF  VIRGINIA   MEETS  IN   JAMESTOWN. 

1620.  THE    PILGRIMS    LAND    AT    PLYMOUTH. 

1623.    SETTLEMENT   OF  NEW  HAMPSHIRE  AT  PORTSMOUTH  AND   DOVER. 
1630.   SETTLEMENT   OF    BOSTON   AND   NEIGHBORING   TOWNS. 

1634.  SETTLEMENT    OF   MARYLAND. 

1635.  PERMANENT     SETTLEMENT    OF    CONNECTICUT     BY     EMIGRANTS    FROM  MASSACHU 

SETTS   BAY. 

1636.  PROVIDENCE    FOUNDED    BY   ROGER   WILLIAMS. 

1637.  THE   PEQUOT   WAR. 

1643.    THE  CONFEDERATION   OF  NEW  ENGLAND   COLONIES  FORMED. 

1663.  CHARTER     OF     RHODE     ISLAND     AND     PROVIDENCE     PLANTATIONS     GRANTED      BY 

CHARLES  II. 
FIRST  GRANT   OF  CAROLINA. 

1664.  GRANT     OF    NEW     NETHERLAND     TO     THE   DUKE   OF  YORK,  AND   ITS   SURRENDER 

TO,  THE   ENGLISH. NAMED    NEW   YORK. 

GOVERNMENT    OF   NC  RTH   CAROLINA   ESTABLISHED. 
GRANT    OF   NEW   JERSEY   TO   BERKELEY   AND   CARTERET. 

1665.  SECOND  GRANT   OF  CAROLINA. 

ARRIVAL    OF    PHILIP    CARTERET     AS     GOVERNOR     OF     NEW     JERSEY. — ELIZABETH 
FOUNDED. 

1673.  MARQUETTE  EXPLORES  THE  MISSISSIPPI. 

1675.  OUTBREAK  OF  KING  PHILIP'S  WAR  IN  NEW  ENGLAND. 

1676.  BACON'S  REBELLION  IN  VIRGINIA. 

1679.  NEW  HAMPSHIRE  MADE  AN  INDEPENDENT  ROYAL  PROVINCE. 

1680.  HENNEPIN'S  VOYAGE  ON  THE  MISSISSIPPI. 

1 68 1.  THE   GRANT  OF  PENNSYLVANIA   SIGNED. — EMIGRATION  BEGUN. 

1682.  THE   FRIENDS   BUY   EAST   JERSEY. 
PENN   SAILS  FOR   AMERICA. 
PHILADELPHIA   FOUNDED. 

PENN'S  INDIAN  TREATY. 

LA  SALLE'S  VOYAGE  ON  THE  MISSISSIPPI. 

1685.  LA  SALLE'S  COLONY  FOUNDED  IN  TEXAS. 

1686.  ANDROS  GOVERNOR-GENERAL  OF  NEW  ENGLAND. 

1687.  ANDROS  ATTEMPTS  TO  SEIZE  THE  CONNECTICUT  CHARTER. 
1689.  ARREST  OF  ANDROS  AT  BOSTON. 

1692.  OUTBREAK  OF  THE  WITCHCRAFT  PANIC  AT  SALEM,  MASS. 
1700.  IBERVILLE  ESTABLISHES  A  SETTLEMENT  AT  POVERTY  POINT,  LA. 
1702.  BEGINNING  OF  QUEEN  ANNE'S  WAR. 

1715.  FIVE  NATIONS  BECOME  SIX  BY  ADDITION  OF  THE  TUSCARORAS. 
1733.  OGELTHORPE'S  COLONY  SETTLES  IN  GEORGIA. 
SUGAR  AND  MOLASSES  ACT. 

1744.    BEGINNING   OF   KING   GEORGE'S   WAR. 


124  HISTORY   OF  THE  UNITED   STATES 

1745.    CAPTURE    OF   LOUISBURG. 
1748.    OHIO    COMPANY    FORMED. 

LOUISBURG  RESTORED  TO  FRANCE. 

1754.  COLONIAL  CONGRESS  AT  ALBANY,  AND  FRANKLIN'S  PLAN  OF  UNION. 

1755.  BRADDOCK'S  DEFEAT. 
BANISHMENT  OF  THE  ACADIANS. 

1756.  FORT  OSWEGO  SURRENDERED  TO  THE  FRENCH. 
BEGINNING  OF  THE  LAST  FRENCH  WAR. 

1757.  MASSACRE    OF   FORT    WILLIAM   HENRY. 

1758.  DEFEAT    OF    ABERCROMBIE   AT   FORT   TICONDEROGA. 
RECAPTURE    OF    LOUISBURG. 

1759.  FORT   TICONDEROGA    TAKEN    BY   AMHERST. 
CAPTURE    OF   FORT   NIAGARA    BY   THE    ENGLISH. 
WOLFE    CAPTURES    QUEBEC. 

1761.    ATTEMPT   TO   ENFORCE   WRITS  OF   ASSISTANCE  IN   MASSACHUSETTS. 
1763.    PONTIAC'S   WAR. 

TREATY   OF    PARIS, 


Gbe  IRevolution,  tbe  Confeberation,  an&  tbe 
fefcerai  "Union 


CHAPTER    XIII 

THE   REVOLUTION 

REFERENCES:  Scribner's  Popular  History  of  the  United  States,  III.  and 
IV.  ;  Andrews's  United  States,  I. ;  Fiske's  War  of  Independence ;  Sloane's 
French  War  and  the  Revolution  ;  Hart's  Formation  of  the  Union ;  Chan= 
ning's  United  States ;  Richardson's  History  of  Our  Country;  Coffin's  Boys 
of '76;  Barnes's  Popular  History  of  the  United  States ;  Cooke's  Stories  of  the 
Old  Dominion ;  Male's  Stories  of  Massachusetts. 

OUTSIDE  READINGS :  Trevelyan's  The  American  Revolution ;  Winsor's 
Narrative  and  Critical  History,  VI.  and  VII.;  Bancroft's  United  States,  III.; 
Fiske's  American  Revolution ;  Hildreth's  United  States,  II.  and  III. ;  Lossing's 
Field  Book  of  the  Revolution  ;  Lecky's  England  in  the  Eighteenth  Century,  III. ; 
Wilson's  History  of  the  American  People,  II. ;  Frothingham's  Rise  of  the  Re 
public;  Qoldwin  Smith's  United  States;  Morris's  Half  Hours  with  American 
History,  II.;  Male's  Franklin  in  France  ;  Hart's  Camps  and  Firesides  of  the  Revo 
lution  :  Roosevelt's  Winning  the  West,  Land  II.;  Greene's  Historical  View 
of  the  American  Revolution  ;  Hinsdale's  Old  Northwest;  Green's  History  of  the 
English  People,  IV.;  Drake's  Burgoyne's  Invasion  ;  Abbot's  Blue  Jackets  of  '76; 
Brown's  Mercy  Warren ;  Wharton's  Martha  Washington ;  Hosmer's  Samuel 
Adams ;  Henry's  Patrick  Henry ;  Morse's  John  Adams ;  Scudder's  George 
Washington ;  Hale's  George  Washington  ;  Abbot's  Paul  Jones ;  Spark's  Life  of 
Arnold  ;  Arnold's  Lifeof  Arnold;  Lossing's  Two  Spies;  Spear's  The  History  of 
Our  Navy;  Ford's  The  True  Benjamin  Franklin;  Thwaites's  Daniel  Boone; 
Greene's  General  Greene;  Brady's  Commodore  Paul  Jones;  Wilson's  George 
Washington ;  Ford's  The  True  George  Washington. 

FICTION:  Cooper's  Lionel  Lincoln;  Henty's  True  to  the  Old  Flag; 
Cooper's  Spy ;  Harte's  Thankful  Blossom ;  Cooper's  Pilot ;  Simms's  Partisan ; 
flitchell's  Hugh  Wynne;  Brady's  For  Love  of  Country ;  Churchill's  Richard 
Carvel ;  Thompson's  Alice  of  Old  Vincennes. 

POETRY  :  Holmes's  Grandmother's  Story  of  Bunker  Hill  Battle ;  Independ 
ence  Bell;  Bryant's  Seventy-six;  Bryant's  Song  of  Marion's  Men. 

125 


I2t> 


HISTORY  OF  THE   UNITED   STATES 


The  Navigation 
Laws  and  Acts 
of  Trade. 


The  Causes  of  the  Revolution 

113.  England  Tries  to  Control  American  Commerce.— 
In  the  seventeenth  and  eighteenth  centuries  European 
countries  planted  colonies  as  a  means  of  increasing  their 
own  trade.  In  accordance  with  this  theory,  England  valued 
her  American  colonies  according  to  the  wealth  she  gained 
from  them.  To  secure  control  of  colonial  trade,  therefore, 

Parliament    began   in 
1651,    thirty-one    years 
after  the  landing  of  the 
Pilgrims,    to    pass    the 
famous     Navigation 
Laws  and 
Acts     of 
Trade. 

These  laws  required  (i) 
that  all  trade  between 
the  colonies  should  be 
carried  on  in  ships  buil,t 
in  England  or  in  the 
colonies ;  (2)  that  the 
colonies  should  not  ex 
port  such  colonial  prod 
ucts  as  sugar,  tobacco, 
iron,  furs  and  lumber  to 
any  part  of  the  world 
except  England,  or 
some  English  colony  ;  (3)  that  all  European  goods  should 
be  bought  in  England  and  brought  over  to  the  colonies  on 
English  vessels;  (4)  that  the  colonies  should  not  manufac 
ture  any  article  that  could  be  manufactured  in  England. 
The  carrying  out  of  these  laws  would  injure  the  colo- 

These  laws  injure    m'StS    in    thg    f°llowing   waJS  :    (0  A    profitable 

the  colonies  in        trade  with  the  Dutch  would  be  cut  off  at  a 
four  ways.  single  stroke  ;   (2)  whatever  colonial  products 

the  English  manufacturer  needed  he  could  buy  of  the  colo 
nies  at  his  own  price;  (3)  as  the  colonists  were  compelled  to 


JOHN    HANCOCK    HOUSE,    BOSTON,    MASS. 


THE  REVOLUTION 


127 


buy  European  goods  in  England,  they  had  to  pay  whatever 
English  merchants  charged,  or  not  buy  at  all ;  (4)  while  the 
law  providing  that  all  European  goods  should  be  imported 
in  English  ships  would  put  money  into  the  pockets  of  the 
English  ship-owner,  it  would  almost  ruin  the  ship-building 
industry  in  the  colonies  and  throw 
thousands  of  sailors  out  of  employ 
ment. 

114.  The  Sugar  Act  and  Smug 
gling. — In  1733  the  famous  Sugar  Act 
was  passed  to  protect  the  English 
West  India  sugar  islands.  By  this 
act  a  prohibitory  duty  was  laid  upon 
the  sugar  and  molasses  imported  into 
the  colonies  from  the  French  islands 
in  the  West  Indies.  The  principal 
exports  of  New  England  were  lum 
ber  and  fish.  The  inferior  qualities 
of  fish  were  carried  to  the  French 
islands  and  exchanged  with  profit  for 
sugar  and  molasses.  There  was  thus 
a  double  advantage  to  New  England 

in  this  trade  :  (i)  The  French  would  buy  fish  which  were  not 
salable  elsewhere  ;  (2)  they  were  willing  to  sell  at  a  low  price 
their  sugar  and  molasses.  On  the  other  hand,  Advantages  of 
the  New  Englanders  made  the  sugar  and  mo-  Si  French  west 
lasses  into  rum,  part  of  which  they  consumed  indies, 
at  home,  and  the  remainder  they  took  to  Africa,  where  they 
exchanged  it  for  slaves  to  be  sold  to  the  Southern  colonies. 
All  this  trade  was  extremely  profitable  for  New  England, 
and  was  one  of  the  principal  sources  of  wealth.  New  Eng 
land  merchants  saw  that  if  the  Sugar  Act  should  be  en 
forced  the  profits  of  their  West  India  trade  smuggling  or 
must  be  greatly  diminished.  Financial  ruin  financial  ruin. 
threatened  them.  They  had  to  choose  between  that  and 
smuggling.  They  chose  smuggling,  because  they  believed 
the  law  was  an  unjust  interference  with  the  natural  rights 
of  free-born  Englishmen. 


JAMES    OTIS. 


128  HISTORY   OF  THE  UNITED   STATES 

115.  James  Otis    Defends    New     England    Merchants 
against  Writs  of  Assistance.— As  long  as  England  allowed 
this  smuggling  to  go  on,  all  went  well  with  the  colonies.    But 
after  the  Last  French  War  the  English  Government  decided 
to  put  a  stop  to  this  contraband  trade.    England  was  greatly 
in  debt.     Money  had  to  be  raised,  and  it  was  thought  that 
by  enforcing  the  Navigation  and  Trade  Laws  the  profits  of 
colonial  trade  would  be  turned  over  to  English  merchants. 

Legal  papers  called  Writs  of  Assistance 
were  issued  (1761).  They  were  general 
England  issues  search- warrants,  which  em- 
writs  of  Assist-  powered  officers  to  go  into 
any  warehouse  or  private 
dwelling  in  search  of  contraband  goods. 
With  these  odious  papers  in  hand,  cus 
tom-house  officers  could  at  any  time  en 
ter  a  warehouse  or  a  private  dwelling, 
and  ransack  it  from  garret  to  cellar.  In 
A  ROYAL  STAMP.  this  way  many  thousand  dollars'  worth 

of  goods  were  seized  and  confiscated. 
The  people  were  furious.  James  Otis,  of  Massachusetts, 
defended  the  colonial  merchants  in  a  test  case.  He  made  a 
otis  declares  that  great  speech,  in  which  he  earnestly  contended 
ou^rTpres^ta^  that  the  colonists  were  not  bound  to  obey  any 
tion  is  tyranny."  law  not  made  by  their  own  representatives. 
The  keynote  of  his  speech  was  "Taxation  without  rep 
resentation  is  tyranny,"  and  it  sounded  from  Massachusetts 
to  Georgia. 

116.  Parliament    Passes    the    Stamp    Act. — We    have 
just  seen  how  England,  in  protecting  her  merchants,  ship 
owners,  and  manufacturers,  had  indirectly  1  taxed  the  colo 
nies.     In  thus  taxing  them  England  regarded  the  colonies  as 
trading  companies  whose  main  purpose,  from  her  standpoint, 

1  A  tax  levied  directly  on  a  person  or  property  is  a  direct  tax.  One  levied  on 
trade  is  an  indirect  tax.  When  a  man  pays  a  tax  on  his  house,  his  horse  and  car 
riage,  or  any  other  form  of  property,  he  pays  a  direct  tax.  When  a  merchant  im 
ports  goods  upon  which  a  duty  has  been  laid  by  the  government,  he  pays  this  duty 
to  the  government  through  the  custom-house.  Such  a  duty  is  called  an  indirect 
tax.  The  taxes  for  the  support  of  our  national  government  are  usually  indirect. 


THE  REVOLUTION 


129 


was  to  enrich  the  mother-country.     The  colonies  had  sub 
mitted  to  such  indirect  taxation  of  their  trade  The  colonies  sub- 
and  industries  because   (i)  it  was  usual,  the 
world  over,  for  colonies  to  have  their  trade  reasons, 
thus  taxed  by  their  mother-country ;  (2)  the  English  navy 
protected  the  commerce  of  the  colo 
nies  ;    and   (3)   the  Trade  Laws  were 
not  strictly  enforced. 

But  in   1764  the   English   Govern 
ment  decided  to  levy  a  direct  tax  upon 
them.     As  we  have  seen,  England,  by 
reason  of  the  expensive  Intercolonial 
Wars  (1689-1763),  was  greatly  in  debt. 
The  king's  representative  in  the  min 
istry,  Lord  Grenville,  main 
tained   that   this  debt  was 
incurred  in  the  defence  of 
the  colonies.     He  said  that 
it  was   now  time   that   the 
colonies    should    pay   their 
share    of    their   defence. 
Grenville  seemed  to  forget 
that  the  colonies  had  paid 
their  share  and  were  them 
selves  heavily  in  debt.     He 
seemed  to  forget,  also,  that 
all  these  wars  were  fought 
quite   as   much    to   protect 

the  English  trade  as  to  defend  the  colonies.     Now  that  the 
French  were  driven  out,  a  standing  army  of  from  10,000  to 
20,000  men  was  to  be  kept  up  in  America  for  the  The  coionies  to  be 
purpose,  among  other  things,  of  protecting  the  r^^^^^ 
colonies  from  the  Indians.     A  standing  army,  standing  army 
it  was  argued,  would  prevent  a  repetition  of  an  ln  Amerlca- 
Indian  uprising  such  as  Pontiac's  conspiracy.     Moreover,  if 
such  a  permanent  standing  army  was  to  be  maintained  in 

1Faneuil  Hall  was  built  in  1742  by  a  Boston  merchant  named  Peter  Faneuil 
and  presented  by  him  to  the  town  of  Boston.     The  first  floor  was  to  be  used  as  a 


FANEUIL   HALL,    BOSTON,    MASS. 


I30 


HISTORY   OF   THE   UNITED    STATES 


Colonies  slow  in 
paying  taxes  dur= 


the  colonies  for  their  defence,  it  seemed  fair  to  Grenville 

and   to    the   king   that   the    colonies   should    share   in    the 

expense. 

During  the  Intercolonial  Wars  the  various  colonies  paid 
their  share    of   expense  by  raising  money  in 

ing  the  intercom    response  to  requisition  made  by    the   king's 

niaiwars.  agents.     But  they   were   very  slow  about   it. 

It  was  difficult  to  get  any  legislature  to  vote  money  for 

soldiers  and  supplies 
unless  the  danger 
threatened  its  own 
colony.  Such  a  sys 
tem  was  weak  and 
lame,  and  it  prevented 
prompt  and  united 
action.  Some  more 
effective  plan  of  taxa 
tion  seemed  not  only 
desirable  but  impera 
tive.  The  Stamp  Act 
offered  such  a  scheme, 
and  it  became  a  law  in 
March,1  1765. 

117.  How  the 
Stamp  Act  Was  Re 
ceived  in  America.— 
This  act  required  the 

colonies  to  use  stamped  paper  for  newspapers,  almanacs, 
pamphlets,  advertisements,  and  all  kinds  of 
legal  documents.  These  stamps  cost  all  the 

way  from   six   cents    to    thirty    dollars    each.      Grenville 

market  house  ;  the  second  as  a  town  hall.  Just  before  the  Revolution,  so  many 
public  meetings  were  held  in  Faneuil  Hall  that  it  was  called  "The  Cradle  of 
Liberty."  In  "The  Cradle  of  Liberty"  the  people  met,  day  after  day,  in  1773 
(see  par.  127)  to  decide  upon  some  plan  of  action  about  the  tea  in  Boston  Harbor. 
The  last  of  these  meetings  was  so  large  that  it  had  to  be  held  in  the  Old  South  Church. 
1  It  is  certain  that  up  to  this  time,  as  later  during  the  Revolution  (1775-1783), 
and  the  critical  period  (1783-1789),  the  American  people  suffered  greatly  for  lack  of 
some  central  taxing  power.  England's  purpose  was  to  supply  this  lack  by  a  system 
of  direct  taxation  furnished  in  the  Stamp  Act. 


OLD    STATE    HOUSE,  BOSTON,    MASS. 


The  Stamp  Act. 


THE   REVOLUTION  131 

thought  this  tax  would  be  fair  because  it  would  fall  upon 
all  alike. 

But  he  found  that  the  Stamp  Act  aroused  a  storm  of 
angry  opposition  throughout  the  colonies.1  Organizations 
called  "  Sons  of  Liberty  "  were  formed.  Merchants  banded 
together  to  import  no  more  goods  from  Eng-  its  effects  upon 
land  until  the  Stamp  Act  should  be  repealed.  the  colonists. 
They  urged  the  necessity  of  manufacturing  in  the  colonies. 
They  decided  to  stop  eating  mutton,  that  they  might  have 
more  wool  for  making  cloth. 
The  day  the  Stamp  Act  went 
into  effect  was  made  a  day  of 
mourning.2  Bells  tolled,  flags 
were  lowered,  and  business 
houses  were  closed  to  indicate 
that  liberty  was  dead. 

118.  Patrick  Henry  Intro 
duces  the  Virginia  Resolutions. 
— In  May  the  Virginia  Legisla 
ture  met  at  Williamsburg.  It  in 
cluded  the  most  eminent  men  of 
Virginia,  and  they  were  anxious 
to  act  wisely.  In  the  midst  of  pATRICK  HENRY 

the  general  doubt  and  perplexity, 

Patrick  Henry3  arose  and  introduced  his  famous  resolu 
tions.     In  these  he  declared  that  the  "  General  Assembly 

1  At  Portsmouth,  New  Hampshire,  the  people  bore  to  an  open  grave  a  coffin 
with  this  inscription:  "Liberty,  aged  CXLV  years."  The  solemn  procession 
marched  to  the  beating  of  muffled  drums.  On  reaching  the  grave  the  people  listened 
to  a  funeral  oration  over  Liberty,  which  was  supposed  to  be  lying  dead,  but  just  as 
they  were  lowering  the  coffin  some  one  cried,  "There  are  signs  of  life!  "  The 
coffin  was  eagerly  raised,  and  "  Liberty  Revived"  was  inscribed  upon  it.  At  once 
the  people  shouted  themselves  hoarse  because  Liberty  was  once  more  alive. 

*  The  brave  women  did  their  share,  also.  They  formed  organizations  called 
"  Daughters  of  Liberty,"  and  agreed  to  buy  no  more  goods  imported  from  England. 
They  formed  "  Spinning  Societies,"  and  wove  cloth  for  the  men  to  wear. 

8  He  was  at  this  time  just  twenty-nine,  tall  in  figure,  but  stooping,  with  a  grim 
expression,  small,  blue  eyes  which  had  a  peculiar  twinkle,  and  wore  a  brown  wig 
without  powder,  a  "peach-blossom  coat,"  leather  knee-breeches,  and  yarn  stock 
ings.  He  had  ridden  to  Williamsburg  on  "  a  lean  horse,"  and  carried  his  papers  in 


132  HISTORY   OF   THE   UNITED   STATES 

of  the  colony  had  the  sole  right  and  power  of  laying  taxes 
in  the  colony."  An  exciting  debate  followed.  George 
Patrick  Henry's  Washington  was  present,  and  Thomas  Jeffer- 
famous  resoiu-  son  stood  at  the  door  earnestly  listening. 
He  tells  us  later  that  the  discussion  was 
"  most  bloody."  The  opposition  only  fired  the  passion  of 
Henry,  and  in  a  burst  of  wrathful  eloquence  he  ended 
his  speech  in  words  never  to  be  forgotten : 
"  Cassar  had  his  Brutus,  Charles  the  First 
his  Cromwell,  and  George  the  Third"  -"Treason! 
Treason!"  wildly  shouted  some  of  the  members.  The 
orator  paused  a  moment  and  then  calmly  added,  "  may 
profit  by  their  example.  If  this  be  treason,  make  the  most 
of  it."  The  excitement  caused  by  this  speech  travelled  like 
wildfire  through  the  colonies.  Massachusetts  and  Virginia 
had  declared  themselves  and  were  ready  to  join  hands  in 
open  resistance. 

119.  The  Stamp  Act  Congress  (1765).— The  English 
Government  made  a  great  mistake  in  passing  the  Stamp 
Eland's  mistake  Act  The  enforcement  of  the  Sugar  Act 
in  passing  the  affected  the  Middle  and  Southern  colonies  so 
stamp  Act.  little  that  they  Doubtless  would  not  have  joined 

New  England  in  resistance  to  Parliament  on  this  issue  alone. 
But  in  the  Stamp  Act  a  grievance  was  presented  which 
affected  all  the  colonies  alike.  It  furnished  them  a  common 
ground  for  resistance  and  a  common  purpose  for  united 
action.  Accordingly,  the  passing  of  the  Stamp  Act  had  a 
most  important  and  significant  result  in  strengthening  the 
union  of  the  colonies.  In  June  Massachusetts  sent  out  a 
call  for  a  general  congress  to  discuss  the  situation  and  agree 
upon  some  plan  of  action.  Representatives  from  nine  of 
the  colonies  met  at  New  York  in  October  and  passed  reso 
lutions  similar  to  those  of  Virginia.  They  sent  a  memorial 
to  the  king  acknowledging  his  sovereignty,  and  a  remon 
strance  to  Parliament  declaring  it  had  no  right  to  tax 

a  pair  of  saddle-bags.  ...  As  Henry  came  out  of  the  Capitol  a  man  of  the 
crowd  slapped  him  on  the  shoulder  and  cried  : 

"  Stick  to  us,  old  fellow,  or  we  are  gone." — COOKE'S  VIRGINIA. 


THE   REVOLUTION 


133 


them.     This    congress    should    have    been   a   warning   to 
George  III. 

120.  Repeal  of  the  Stamp  Act  (1766).— But  the   most 
effective  action  of  the  colonists  was  their  non-importation 
agreements.      One-third    of   England's   trade     Effect  of  non- 
was  with  the  colonies.     In   1772  it  amounted     importation  upon 
to    $30,000,000.     Non-importation,    therefore,     chants.™ 
caused  a  serious  loss  to  English  merchants,  and  they  eagerly 
begged  Parliament  to  repeal  the  Stamp  Act.     The  debate 


THE    "  BOSTON    MASSACRE." 
After  an  engraving  by  Paul  Revere. 

in  Parliament  over  the  repeal  showed  that  many  English 
statesmen  stoutly  defended  the  colonies  in  their  opposition 
to  the  direct  taxation  without  representation.  Said  Will 
iam  Pitt  in  a  stirring  speech  in  the  House  of  Commons : 
"Sir,  I  rejoice  that  America  has  resisted!  wiinam  Pitt  op- 
Three  millions  of  people  so  dead  to  all  the  poses  the  stamp 
feelings  of  liberty  as  voluntarily  to  submit  to  Act* 
be  slaves  would  have  been  fit  instruments  to  make  slaves  of 
all  the  rest."  Parliament  voted  to  repeal  the  act,  but  de- 


134  HISTORY  OF  THE  UNITED   STATES 

clared  its  right  to  bind  the  colonies  in  all  cases.  It  was  this 
very  right  to  tax  an  unrepresented  people  that  the  colonies 
called  in  question. 

121.  Taxation  Without  Representation  in  America. — 
The  colonists  claimed  that  as  freeborn  Englishmen  in  Amer 
ica  they  had,  granted  to  them   in  their  charters,  the  same 
rights  and  privileges  as  freeborn  Englishmen  in  the  mother- 
country.     The  only  difference  between  the  man  of  Kent 
(England)  and  the  man  of  Massachusetts  was  in  the  author 
ity  that  taxed  him.     The  government  in  Kent  consisted  of 
the  king  and  Parliament ;  the  government  in  Massachusetts 
of  the  king  and  the  colonial  assembly.     The  king  could  exer 
cise  no  more  power  in  Massachusetts  than  in  Kent,  while  the 
taxing  power  in  Kent  was  Parliament  and  in  Massachusetts 
was  the  colonial  assembly.     This  was  the  position  taken  by 
the  Whig1  party  in  America,  not  by  all  the  colonists. 

122.  Taxation   Without  Representation   in   England. — 
We  cannot  understand  the  real  meaning  of  the  Revolution 
in  America  without  looking  into  a  similar  struggle  that  was 
at  the  same  time  going  on  in  England.     Some  Americans 
did  not  oppose  England  and  some  Englishmen  did  not  join 
hands  against  America.     It  was  in  each  country  the  same 
kind    of    struggle — a    struggle  between    hostile  principles. 
There  was  taxation  without  representation  in  England  as 
well  as  in  America,  and  many  Englishmen,  like  William  Pitt, 
were    as    much    opposed    to   it   there  as  men  like  Samuel 
Adams  and  Patrick  Henry  were  opposed  to  it  in  America. 
William  Pitt  and  his  followers  represented  the  true  feeling 
of  the  English  people  toward  America. 

At  this  time  Parliament  did  not  fairly  represent  the  peo 
ple  of  England.  Great  towns  like  Manchester,  Liverpool, 
The  English  peo-  Birmingham,  and  Leeds  were  not  represented 
rlsen^in'plr-"  at  a^»  an(*  members  were  returned  for  boroughs 
Hament.  that  had  no  existence  except  in  name.  Such 

boroughs  were  called  rotten  boroughs,  or  pocket  boroughs, 

1  The  Whigs  were  those  who  opposed  the  king's  schemes  of  taxing  the  Ameri 
cans  without  their  consent.  The  supporters  of  the  king,  who  at  this  time  included 
a  large  part  of  the  American  people,  were  called  Loyalists,  or  Tories. 


THE   REVOLUTION 


135 


which  were  owned  by  the  great  families.  Long  after  Old 
Sarum,  a  noted  rotten  borough,  had  no  population,  a  mem 
ber,  representing  its  owner,  was  returned  to  the  House  of 
Commons.  In  a  population  of  8,000,000  only  about  160,- 
ooo,  or  one-tenth  of  the  men 
of  voting  age  in  England, 
could  vote.1  A  few  great  fam 
ilies  controlled  the  House 
of  Commons.  Certainly  the 
mass  of  Englishmen  could 
justly  complain  of  taxation 
without  representation. 
Among  them  was  the  great 
William  Pitt,  who  urged  upon 
the  people  the  justice  of  par 
liamentary  reform,  with  a  fair 
and  full  representation  of  the 
English  people  in  the  House 
of  Commons. 

123.  George  III.  and 
Personal  Government.— 
"  George,  be  King,"  said 
George  the  Third's  mother 
when  he  was  crowned.  That 
advice  pleased  the  young 
ruler,  who  was  then  only 
twenty-two  years  old.  His 
controlling  purpose  was  to 
establish  personal  government  in  England.  His  desire  for 
arbitrary  power,  together  with  his  narrowness  and  bigotry, 
had  much  influence  in  bringing  on  the  Rev-  The  views  of 
olution.  He  cared  little  for  the  rights  of  Qeorgein. 
the  people.  The  more  power  they  had  the  less  he  would 
enjoy.  By  the  corrupt  use  of  money  he  succeeded  in  con- 

1  In  our  own  country  the  people  are  fairly  and  equally  represented  in  the  na 
tional  House  of  Representatives.  The  unit  of  representation,  or  the  number  of 
people  entitled  to  one  representative  since  the  last  census  of  1900,  has  been  194, 182. 
This  means  that  the  number  of  representatives  in  Congress  from  any  State  may  be 
found  by  dividing  its  population  by  194,182.  For  example,  Pennsylvania  lias  32 


OLD    SOUTH    CHURCH,    BOSTON. 


136  HISTORY   OF  THE   UNITED    STATES 

trolling  the  elections.  His  desire  was  to  make  Parliament 
represent  him  and  a  few  great  families  that  were  in  the 
political  ring  with  him.  He  maintained  his  influence  large 
ly  through  boss-like  methods,  keeping  his  followers  under 
control  by  the  use  of  an  immense  corruption  fund.  As  long 
as  a  large  number  of  small  boroughs  remained  under  the 
control  of  his  friends,  the  king  could  maintain  his  tyrannical 
hold  upon  the  government. 

But  if  the  Americans  should  succeed  in  their  struggle 
for  "  No  taxation  without  representation,"  there  was  little 
doubt  that  in  time  Englishmen  would  succeed  in  a  similar 
why  the  king  struggle  for  parliamentary  reform,  or  "No 
wished  to  tax  the  taxation  without  representation"  in  England 
If  the  Americans  were  not  repressed,  their 
success  would  make  certain  the  failure  of  the  king's  pet 
scheme  of  personal  government.  King  George,  therefore, 
was  deeply  chagrined  when  the  Stamp  Act  was  repealed. 
He  could  not  let  the  matter  rest  here,  however,  but  the 
next  year  (1767)  he  again  tried  to  force  new  taxes  upon 
America.  We  shall  see  how  well  he  succeeded. 

124.  The  New  Taxes  of  1767.— In  1767  Townshend, 
acting  as  the  king's  tool,  induced  Parliament  to  levy  new 
port  duties  on  a  few  articles,  including  glass,  lead,  papei, 
and  tea.  The  colonies  had  objected  to  a  stamp  tax  because 
it  was  a  direct  tax.  As  these  new  taxes  were  indirect, 
Townshend  and  King  George  thought  the  Americans  might 
not  refuse  to  pay  them.  But  in  this  they  wholly  misunder 
stood  the  temper  and  feeling  of  the  American  people.  The 
new  taxes  were  opposed  quite  as  violently  as  the  Stamp  Act 
had  been. 

We  can  easily  understand  the  feelings  of  the  colonists 
when  we  see  the  purpose  of  the  taxes.  The  Sugar  Act 
Purpose  of  the  (see  par.  114)  was  to  be  strictly  enforced  by 
new  taxes.  commissioners  who  were  to  use  the  hated 

Writs  of  Assistance  in  searching  for  smuggled  goods.    The 
money  raised  by  these  taxes  was  to  be  used  not  only  to  pay 

representatives  and  Delaware  but  one.     But  every  State,  large  or  small,  has  tw" 
members  in  the  Senate. 


THE   REVOLUTION 


ST.   JOHN  S    CHURCH,    RICHMOND,    VA. 
Where  the  famous  orator  Patrick  Henry  made  his  great  speech. 

the  colonial  governors,  judges,  and  crown  attorneys,  and 
thus  make  all  these  officials  independent  of  the  people,  but 
also  to  maintain  a  small  English  army  in  the  colonies.  The 
remainder,  if  there  should  be  any,  was  to  be  used  in  pen 
sioning  men  of  influence.  This  last  was  in  reality  a  cor 
ruption  fund  to  bribe  men  to  become  the  king's  tools. 
Thus  we  see  that  the  colonists  themselves  were  to  pay  the 
taxes  which  should  keep  their  governors  and  judges  inde 
pendent  of  them. 

When  we  recall  the  bitter  struggle  between  the  people 
and  the  royal  governors  over  this  question  of  allowing  a 
fixed  salary,  we  can  easily  realize  why  this  Bitter  opposition 
measure  was  so  unpopular.  Then,  too,  in  pay-  to  the  new  taxes. 
ing  this  tax  the  people  were  supporting  a  standing  army 
whose  presence  was  plainly  intended  to  enforce  the  per 
sonal  rule  of  the  king.  In  a  word,  the  people  were  to 
pay  taxes  whose  real  purpose  was  to  deprive  them  of  the 
rights  of  freeborn  citizens. 


138  HISTORY   OF   THE   UNITED   STATES 

Massachusetts  led  in  the  opposition.     She  sent  a  circu 
lar  letter  to  the  other  colonies  for  the  purpose  of  securing 
some  united  plan  of  action  against   the  Townshend  Acts. 
The  result  was  that  the  colonies  again  agreed 

Results.  .  &  ° 

to  import  no  more  goods  from  England,  and 
they  thus  greatly  injured  English  ship-owners  and  mer 
chants.  In  the  next  two  years  English  imports  to  New 
England  fell  off  one-half,  and  to  New  York  five-sixths. 

125.  The    Redcoats1    and   the    "Boston    Massacre" 
(1770). — King  George  at  length  decided  to  send  troops  to 
America  to  enforce  the  revenue  laws.    In  the  autumn  of  1768 
they  arrived  in  Boston.     Their  presence  was  regarded  as  a 
menace  and  was  a  constant  source  of  annoyance.     Quarrels 
between  them  and  the  people  were  of  frequent  occurrence  ; 
and  finally  one  evening  in  March,  1770,  the  crisis  came  in  a 
disturbance    which  took   place  in  State  Street  in  front  of 
what  was  then  the  Custom  House  but  is  now  the  old  State 
House.     The  soldiers  fired  upon  the  people,  killing  three 
and  wounding  many  others.     This  was  called  the  "  Boston 
Massacre."     The  next  day  an  immense  town  meeting  was 
held,  and  the  people,  through  Samuel  Adams  as  spokesman, 
demanded  that  the  troops  should  be  removed.     They  were 
withdrawn  to  an  island  in  the  harbor. 

126.  Committees  of  Correspondence  (1772-1773). — The 
need  of  united  action  among  the  towns  of  Massachusetts 
was  now  pressing.     It  was  hard  to  tell  what  new  danger 
might  at  any  hour  fall  upon  the  people.     So  Samuel  Adams 
proposed,  in  town  meeting,  that  committees  of  correspond 
ence  should  be  appointed  in  the  towns.     His  plan  was  car 
ried    out   (1772).     In    the    following   year  Dabney  Carr  of 
Virginia  suggested  committees  of  correspondence  for  the 
various    colonies.     When   these    committees   were   organ 
ized  the  colonies  rapidly  drew  closer  and  closer  together 
in    their   sympathies.     This   was   a   bold    step,    which    led 
later,  as  we  shall  see,  to   the    Continental   Congress  and 
open  war. 

1  The    English    soldiers   wore    red    uniforms.       They   were    therefore    called 
Redcoats. 


THE  REVOLUTION  139 

127.  Samuel  Adams1  and  the  "Boston  Tea  Party" 

)- — The  new  duties  were  no  more  successful  than  the 
Stamp  Act  had  been,  for  again  colonial  merchants  refused 
to  import  English  goods.  Again  English  merchants  begged 
for  a  repeal.  But  the  stupid  king  could  not  understand  the 
Americans.  Thus  far  he  had  failed.  He  now  resorted  to 
a  trick  by  which  he  hoped  to  induce  the  colonists  to  pay 
a  small  tax  levied  by  Parliament.  He  took  off  all  the  new 
taxes  except  the  one  on  tea.  "There  must  George TMrd,s 
be  one  tax  to  keep  the  right  to  tax,"  he  said.  trick  in  levying 
The  tax  on  tea  was  to  be  only  threepence  thetaxontea. 
a  pound  in  America,  instead  of  sixpence,  as  in  England. 
This  not  only  enabled  the  colonists  to  buy  tea  cheaper 
than  it  could  be  bought  by  the  people  in  England,  but 
also  cheaper  than  it  could  be  bought  when  the  colonists 
smuggled  it  from  Holland.  But  still  they  refused  to  im 
port  the  taxed  tea. 

The  East  India  Company  decided  to  ship  cargoes  to  such 
important  ports  as  Boston,  New  York,  Philadelphia,  and 
Charleston.  When  the  tea  arrived  the  people  Taxed  tea  sent  to 
in  New  York  and  Philadelphia  refused  to  let  it  America. 
land,  and  the  people  in  Charleston  stored  it  in  damp  cellars 
where  it  spoiled.  In  Boston  the  people  were  determined  to 
send  it  back,  but  GovernorJ-Tutchinson  refused  to  let  this 
be  done.  For  nineteen  days  the  struggle  continued.  On 
the  nineteenth  day  the  excitement  in  Boston  was  intense.  11 
the  cargo  of  tea  should  remain  in  the  harbor  till  the  twen 
tieth  day  the  law  permitted  it  to  be  landed.  All  day  long  the 
town  meeting  continued  in  Boston.  Seven  thousand  men 
crowded  the  Old  South  Church8  and  the  streets  outside. 

1  Samuel  Adams  has  been  called  the  *'  Father  of  the  Revolution."  He  was  dis 
tinguished  for  his  courage  and  perseverance  and  for  his  ability  as  a  leader  of  men 
Like  Jefferson,  he  was  full  of  sympathy  for  the  toiling  masses  and  easily  won  their 
confidence.  In  1774  General  Gage  offered  him  money  and  official  advancement 
if  he  would  give  his  influence  and  services  to  the  king.  Although  Samuel  Adams 
was  poor,  yet  true  to  himself  and  to  his  countrymen,  he  scorned  the  offer.  He  was 
the  first  American  to  advocate  independence  of  England,  and  was  one  of  the  fore 
most  leaders  that  prepared  the  people  to  adopt  the  Declaration  of  Independence. 

8  The  Old  South  Church  is  still  standing  on  Washington  Street,  at  the  corner  of 
Milk  Street. 


140 


HISTORY   OF    THE   UNITED   STATES 


At  nightfall  a  messenger  brought  word  from  the  gov 
ernor  that  he  would  not  permit  the  tea  to  be  returned  to 
The  "Boston  Tea  England.  At  once  Samuel  Adams, moderator 
Party."  of  £ne  meeting,  arose  and  said  :  "  This  meeting 

can  do  nothing  more  to  save  the  country."  As  if  this  were 
the  signal,  a  warwhoop  was  heard,  and  forty  or  fifty  men, 
disguised  as  Indians,  proceeded  down 
the  street  toward  Griffin's  Wharf.1 
Boarding  the  tea-ships  they  ripped 
open  every  chest  and  spilled  the  tea 
into  the  harbor.  A  large  party  of 
people  stood  by  while  the  "  Indians " 
were  emptying  the  chests,  but  every 
one  was  quiet  and  orderly.  This  was 
the  famous  "  Boston  Tea  Party,"  at 
which  some  of  the  best  people  of  Bos 
ton  were  present  (1773). 

128.  Boston  Punished  for  its  Tea 
Party. — King  George  was  very  angry 
at  these  high-handed  proceedings.  In 
order  to  punish  the  Boston  people  for 
what  they  had  done,  Parliament  passed 
the  Boston  Port  Bill,  which  closed  the 
port  of  Boston  to  all  trade  until  the 
town  should  pay  for  the  tea  that  had 
been  destroyed.  Another  law,  known 
as  the  Massachusetts  Act,  annulled  the 
charter  and  took  away  free  government 
A  military  governor,  General  Gage,  like 
the  Stuart  governor,  Andros,  was  appointed  to  stand  for 
the  tyranny  of  an  arbitrary  king.  Surely  George  III.  and 
his  followers  little  realized  the  love  of  self-government  in 
these  stubborn,  unruly  colonists ! 

129.  The  Colonies  Unite  in  Support  of  Massachu 
setts. — The  English  Government  determined  to  make  an 
example  of  Boston,  and  hoped  in  this  way  to  frighten  the 

1  A  tablet  on  Atlantic  Avenue  now  marks  the  spot  where  the  Tea  Party 
reached  the  wharf. 


OLD   NORTH    CHURCH, 
BOSTON,    MASS. 

from  the  people. 


•Vv 


THE   REVOLUTION  141 

other  colonies  into  submission.  Contrary  to  the  expecta 
tion  of  the  Government,  the  effect  of  the  oppressive  meas 
ures  was  to  unite  the  colonies  in  sympathetic  support  of 
the  Massachusetts  people.  Through  the  committees  of  cor 
respondence  the  colonies ,  could  now  act  together  more 
promptly  than  ever  before.  Provisions  were  sent  from 
every  direction  to  the  suffering  people  in  Boston.  Help 
came  from  even  the  far-away  Carolinas.  Patrick  Henry l 
angrily  cried  :  "  We  must  fight.  I  repeat  it, 

.  fa  £     i  .  i  "We  must  fight." 

sir;  we  must  ngnt.     1  know  not  what  course 

others  may  take,  but  as  for  me,  give  me  liberty  or  give  me 

death." 

The  excitement  was  everywhere  intense.  United  action 
was  a  necessity.  The  Continental  Congress,  meeting  in 
Carpenters'  Hall,  Philadelphia,  was  the  out-  The  continental 
come  (September  5,  1774).  All  the  colonies  congress. 
except  Georgia2  were  represented.  This  Congress  declared 
the  colonies  had  a  right  to  govern  themselves  and  levy 
their  own  taxes.  It  further  declared  that,  should  England 
attempt  to  force  Massachusetts  to  submission,  the  other 
colonies  would  join  Massachusetts  in  forcible  resistance. 


TO  THE   PUPIL 

1.  Name  four  requirements  of  the   Navigation  Laws  and  the  Acts  of 

Trade.     In  what  four  ways  did  these  laws  injure  the  colonists  ? 

2.  What   advantages   did    New   England    merchants    have    in    trading 

with  the  French  islands  in  the  West  Indies  ?  Do  you  think 
these  merchants  were  right  in  smuggling  ?  Give  reasons  for 
your  answer.  How  were  the  Writs  of  Assistance  connected  with 
smuggling  ? 

3.  What  is  the  difference  between  a  direct  and  an  indirect  tax  ?    Why 

had  the  colonies  submitted  to  indirect  taxation  ? 

4.  What  was  the  object  of  the  English  Government  in  levying  the  stamp 

tax?  From  the  English  stand-point,  give  reasons  why  it  was  just 
that  such  a  tax  should  be  imposed  upon  the  Americans. 

1  This  great  speech  by  the  famous  orator  of  the  Revolution  was  made  in  "  Old 
St.  John's  Church,"  Richmond,  Va.     This  church  is  still  standing. 

2  Georgia  people  were  in  sympathy  with  the  Congress,  but  her  royal  governor 
prevented  the  appointment  of  delegates. 


142  HISTORY  OF  THE  UNITED   STATES 

5.  Subject  for  debate  :  Resolved  that  England  had  the  right  to  levy  the 

stamp  tax  upon  the  colonies. 

6.  What  colonies  did  the  Sugar  Act  of  1733   affect   most  seriously? 

What  colonies  did  the  Stamp  Act  affect  ?  How,  then,  did  the  Eng 
lish  Government  make  a  great  mistake  in  passing  the  Stamp  Act  ? 

7.  Why  did  England  repeal  the  Stamp,  Act  ? 

8.  What  did  James  Otis  mean  by  saying  that  "taxation  without  repre 

sentation  is  tyranny  "?  In  what  way  did  Otis  and  those  agreeing 
with  him  think  that  direct  taxes  should  be  levied  in  America  ? 
Was  Otis  right  in  his  views  of  taxation  ?  Give  reasons  for  your 
answer. 

9.  Why  were  William  Pitt  and  his  followers  in  England  opposed  to  the 

Stamp  Act  ?  Do  you  see  clearly  what  was  meant  by  taxation  with 
out  representation  in  England  ? 

10.  What  were  King  George's  ideas  of  government  for  both  England  and 

America  ?  If  a  man  like  William  Pitt  had  been  king  of  England,  do 
you  think  there  would  have  been  any  American  Revolution  ?  Give 
reasons  for  your  answer. 

11.  What  was  the  purpose  of  the  new  taxes  of  1767?     Why  were  com 

mittees  of  correspondence  organized  and  with  what  result  ?  Find 
out  all  you  can  about  the  influence  of  Samuel  Adams  in  these  trying 
times. 

12.  What  events  led  to  the  Boston  Tea  Party  ?    You  can  easily  trace 

the  connection  between  the  destruction  of  the  tea  and  the  Conti 
nental  Congress. 

13.  Make  an  outline  of  the  topics  discussed  under  the  "  Causes  of  the 

Revolution  "  and  try  to  discover  a  causal  connection  between  the 
events. 

14.  1763  and  1775,  between  which  most  of  these  events  took  place,  are 

well  worth  remembering. 

15.  In  studying  the  Revolution,  do  not  fail  to  read  Fiske's  War  of  Inde 

pendence. 


THE  WAR   BEGINS 

130.  Battles  of  Lexington  and  Concord  (April  19,  1775). 
— General  Gage,  as  military  governor  of  Massachusetts,  re 
mained  at  Boston  with  3,000  British  troops.  But  the  peo 
ple  outside  of  Boston  refused  to  recognize  his  authority, 
and  through  their  Provincial  Congress  governed  them 
selves  as  well  as  they  could.  This  Congress  was  a  provis 
ional  government,  organized  by  the  people  to  take  the 
place  of  the  Colonial  Assembly  which  General  Gage  had 


THE  REVOLUTION 


143 


dissolved.     John   Hancock  was  its  president^  and  Samuel 
Adams  was  its  leading  spirit.     It  prepared  for  war.    Twenty 
thousand  men  were  ordered  to  be  ready,  at    The  Provincial 
a  minute's  notice,  to  march  to  any  point  of    congress  and  the 
danger.     They  were  called  "  minute-men."  "  minute-men-" 

In  April  General  Gage  received  orders  from  England  to 
arrest  John  Hancock  and  Samuel  Adams  and  send  them  to 
England  to  be  tried  for  treason.  About  the  same  time  the 
governor  heard  that  _T  _  i  _  ^ 
the  minute-men  had 
collected  some  mil 
itary  stores  at  Con 
cord,  twenty  miles 
from  Boston.  As 
Hancock  and  Adams 
were  staying  with  a 
friend  in  Lexington, 


English  troops 
-    sent  to  Lexington 

ed    to  andconcord- 

send  out  troops  for 
the  purpose  of  ar 
resting  them  and  at 
the  same  time  destroying  the  military  stores  at  Concord. 
About  midnight  eight  hundred  English  soldiers  started 
from  Boston.  But  the  minute-men  were  on  the  watch. 
Dr.  Joseph  Warren1  sent  Paul  Revere  and  William  Dawes2 
to  warn  his  two  friends  and  to  spread  the  alarm,  "  The 
regulars  are  coming  !  " 

1  Dr.  Joseph  Warren  was  a  prominent  patriot  leader  and  a  warm  friend  of  Sam 
uel  Adams.  Referring  to  the  British  soldiers  he  said:  "Those  fellows  say  we 
won't  fight.  By  heavens,  I  hope  I  shall  die  up  to  my  knees  in  blood."  He  was 
killed  at  Bunker  Hill. 

1  William  Dawes  rode  on  horseback  by  way  of  Roxbury.  Paul  Revere  went 
over  from  Boston  to  Charlestown  in  a  boat  and  there  awaited  a  signal  which  was 
given  by  a  lantern  hung  in  the  belfry  of  the  Old  North  Church.  At  eleven  o'clock 
on  that  beautiful  moonlight  night  he  mounted  his  horse.  Speeding  his  way  through 
Medford  he  barely  escaped  capture  by  some  British  officers.  From  Lexington, 
where  his  warning  saved  Hancock  and  Adams  from  capture,  he  pressed  on  toward 
Concord,  in  company  with  Dr.  Samuel  Prescott  and  William  Dawes.  Between 


144 


HISTORY  OF  THE  UNITED  STATES 


Early  next  morning  (April  19,  1/75),  when  the  English 
troops  reached  Lexington,  Hancock  and  Adams  had  made 
their  escape,  and  a  party  of  minute-men  were  drawn  up  on 
Lexington  Common.  Soon  the  English  fired  upon  them, 
killing  seven  of  their  number,  and  then  passed  on  to  Con 
cord.  Here  they  destroyed  the  small  part  of  the  military 


THE   WASHINGTON    ELM    AT    CAMBRIDGE. 

stores  which  the  Americans  had  not  had  time  to  conceal. 
Again  they  found  minute-men,  in  ever-increasing  numbers, 
The  tight  at  angrily  facing  them.  At  the  old  Concord 
concord  Bridge.  Bridge  the  fight  began  in  earnest,  and  men 
fell  on  each  side.  From  every  direction  the  minute-men 
came  flocking  in,  and  the  English  were  forced  to  retreat, 
loading  and  firing  as  they  marched. 

Lexington  and  Concord  some  British  officers  captured  Dawes  and  Revere,  took 
them  back  to  Lexington,  and  there  released  them.  Paul  Revere's  ride  is  graphi 
cally  described  in  Longfellow's  famous  poem,  but  some  of  the  details  are  not  his 
torically  accurate. 


THE  REVOLUTION  145 

From  behind  rocks  and  trees,  fences  and  barns,  the  min 
ute-men  shot  the  tired  soldiers.  On  the  English  soldiers 
pushed,  but  they  had  to  leave  the  dead  and  dying  scattered 
along  the  road.  At  Lexington  they  met  reinforcements 
sent  from  Boston.  But  for  these  fresh  troops  all  of  the 
eight  hundred  men  sent  out  to  Concord  would  Retreat  of  the 
have  been  captured.  As  it  was,  the  whole  English  to  Boston, 
force  of  about  2,000  men  fled  in  confusion  from  Lexington 
to  Boston,  barely  saving  themselves  from  capture.  The 
British  lost  about  three  hundred  men ;  the  Americans  about 
one  hundred.  The  British  were  glad  to  find  shelter  in 
Boston,  around  which  in  a  few  days  were  gathered  16,000 
Americans.  It  was  a  good  beginning  for  the  patriot  army. 

131.  The  Colonies  Unite  for  Resistance. — On  May  10 
(1775)  there  was  a  second  meeting  of  the  Continental  Con 
gress  at  Philadelphia.     John   Hancock,  of  Massachusetts, 
was  chosen  president.     The  colonies  voted  to  Tne  second  meet. 
unite  in  resisting  England,  and  for  that  pur-  ing  of  the  conti- 
pose  to  raise  an  army  of  20,000  men,  whose  r 
expenses  were  to  be  paid  by  the  united  colonies.     George 
Washington  was  appointed  commander-in-chief  of  the  Con. 
tinental  army. 

While  Congress  was  passing  these  war  measures  New 
England  was  actually  engaged  in  pushing  the  war.  Sixteen 
thousand  yeoman  troops  were  already  besieging  Boston, 
and,  on  the  day  that  Congress  met,  Ethan  Allen  from  Ver 
mont  and  Benedict  Arnold  from  Connecticut  led  a  force 
which  surprised  and  captured  Ticonderoga,  American8  capture 
thus  securing  an  important  fort.  Two  days  Ticonderoga  and 
later  Crown  Point  was  taken.  With  these  c 
forts  they  secured  two  hundred  and  twenty  cannon  and 
other  military  supplies.  The  Americans  now  had  control 
of  the  line  of  communication  between  New  York  and  Can 
ada.  They  vainly  hoped  Canada  would  join  them  in  their 
struggle.  In  November,  1775,  they  captured  St.  John's  and 
Montreal.  On  December  3Oth  Montgomery  and  Arnold 
made  a  gallant  attack  upon  Quebec  but  were  driven  back. 
Montgomery  was  killed  and  Arnold  wounded.  It  was 


146 


HISTORY   OF   THE   UNITED   STATES 


plain  that  the  colonies  meant  to  fight  and  that  the  war  had 
already  begun. 

132.   Battle  of   Bunker  Hill   (June   17,   1775).— In   the 

meantime  the  English  troops  had  been  increased  to  10,000, 
and  Howe  had  been  sent  over  to  take  the  place  of  Gage  as 
their  commander.  The  English  general  saw  the  impor 
tance  of  occupying  the  heights  in  Charlestown  known  as 


THE     CRAIGIE     HOUSE,     WASHINGTON'S     HEADQUARTERS    AT    CAMBRIDGE    (AFTER 
WARD    THE    RESIDENCE    OF    LONGFELLOW). 

Bunker  Hill  and  Breed's  Hill.  If  the  Americans  should 
secure  them  it  would  be  very  difficult  for  the  British  troops 
to  remain  in  Boston.  But  the  English  were 
not  quick  enough.  About  the  middle  of  the 
night  preceding  June  i/th,  1,500  Americans, 
led  by  Colonel  Prescott  and  aided  later  by  General  Putnam 
and  General  Warren,  began  throwing  up  breastworks  on 
Breed's  Hill.  All  night  they  toiled,  and  in  the  morning  the 
British  were  surprised  to  find  that  the  Americans  had  got 
ahead  of  them  in  occupying  this  important  position. 


The  Americans 
fortify  Breed's 
Hill. 


THE   REVOLUTION  147 

Later  in  the  day  Howe,  at  the  head  of  about  2,500  men, 
tried  to  drive  the  Americans  out  of  their  intrenchments. 
The  British  supposed  the  Americans  would  not  stand  an 
attack,  but  in  this  they  were  mistaken.  As  the  English 
troops  marched  up  the  hill  the  Americans  bravely  waited 
until  the  regulars  were  within  fifty  yards.  Prescott's  orders 
were  "  Aim  low!  wait  till  you  see  the  whites  of  their  eyes." 
They  did  wait,  and  then  they  poured  forth 

,J        .         ..         '  General  Howe 

such  a  deadly  fire  that  the  English  retreated        attacks  the 
down  the  hill,   leaving   the   ground   covered 
with  their  dead  and  wounded.     Before  making  a  second 
attack   the    English   set   fire   to    Charlestown,  and    then  a 
second  time  were  driven  by  American  bullets  down  the  hill. 
By  this  time  the  ammunition  of  the  Americans  had  given 
out,  and  slowly  and  stubbornly  they  retired,  fighting  with 
clubbed  muskets  as  they  went.     Among  their  dead  was  the 
brave  General  Warren. 

The  British  lost  over  one  thousand,  or  more  than  one- 
third  of  their  attacking  force,  while  the  Americans  lost 
about  four  hundred  and  fifty.  Although  the  Results  of  the  bat- 
Americans  had  to  give  up  their  position  they  tleof  Bunker  HIH. 
gained  a  moral  victory  because  their  brave  fighting  inspired 
the  people  with  courage  and  hope.  When  Washington 
heard  that  the  raw  American  troops  stood  fire  he  said : 
"  The  liberties  of  the  country  are  safe."  It  was  a  glad  day 
for  the  American  colonies. 

133.  Washington  Drives  the  British  out  of  Boston.— 
About  two  weeks  after  the  battle  of  Bunker  Hill  Washing 
ton  arrived  at  Cambridge  and  formally  took  command  of 
the  American  army  (July  3),  under  the  famous  elm  still 
standing  near  Harvard  University.  His  army  Washington's 
was  in  no  condition  for  fighting.  The  men 
were  in  every  way  without  proper  equipment.  Only  a 
limited  number  had  muskets,  and  very  few  had  bayonets. 
Besides,  there  was  a  great  scarcity  of  cannon  and  powder. 
Of  course,  under  such  conditions,  Washington  could  not 
attack  the  enemy.  But  with  patience  and  faith  he  awaited 
the  hour  when  he  could  strike  a  telling  blow. 


148  HISTORY   OF   THE   UNITED   STATES 

Early  in  March,  1776,  having  received  cannon1  and  am 
munition,  he  seized  Dorchester  Heights,  on  th,e  south 
The  Americans  °^  Boston,  and  threw  up  intreiichments  there 
seize  Dorchester  as  the  Americans  had  done  on  Bunker  Hill 
in  the  previous  June.  Howe  saw  that  he 
must  drive  Washington  off  the  heights  or  leave  Boston. 
He  proposed  to  storm  the  works,  but  bad  weather  delayed 
him  until  the  position  had  been  made  too  strong  to  be  suc 
cessfully  attacked.  The  British  therefore  evacuated  Bos 
ton  and  went  to  Halifax. 

TO  THE  PUPIL 

1.  Why  were  English  troops  sent  to  Lexington  and  Concord  ?    What 

results  followed  this  expedition? 

2.  Impersonating   Paul    Revere,  write   an   account   of  his   famous   ride. 

What  did  the  Continental  Congress  do  at  its  second  meeting? 

3.  As  an  aid  to  the  intelligent  study  of  the  Battle  of  Bunker  Hill,  draw  a 

map  of  Boston  and  its  surroundings.     Why  was  this  battle  fought  ? 
What  effect  did  it  have  upon  the  Americans  ? 

4.  Describe  the  difficulties  Washington  had  to  face  after  taking   com 

mand  of  the  American  army. 

5.  Do  not  fail   to  read,  over  and  over  again,   Holmes's  Grandmother's 

Story  of  Bunker  Hill  Battle. 


THE   STRUGGLE   FOR   THE    HUDSON    RIVER  AND    THE   MIDDLE 
STATES   IN    1776 

134.  The  Declaration  of  Independence  (July  4,  1776) — 

When  the  first  gun  of  the  Revolution  was    fired,   Samuel 

Adams   stood    almost   alone    in    his  wish  for    the  political 

separation    of    America    from    England.     One    year   later, 

however,  the   desire    for  independence   grew 

Desire  for  indepen-  »  . 

dence  grows  rapidly.     The  king    had    refused  to  hear  the 

rapidly.  petition  sent  to  him  by  the  Continental  Con 

gress  ;  he  had  called  the  colonists  rebels  ;  he  had  sent  his 
ships  of  war  to  burn   their  towns;  and,  worst  of  all,  had 

1  These  cannon,  numbering  fifty,  came  from  Ticonderoga,  which  had  been 
captured  the  previous  year.  Along  with  other  supplies,  they  were  brought  down 
on  sledges  drawn  by  oxen. 


THE  REVOLUTION 


149 


hired  Hessian1  soldiers  to  make  war  upon  them.  About  this 
time  Thomas  Paine  published  Common  Sense — a  pamphlet 
which  urged  many  reasons  why  America  should  separate 
from  England.  The  fact  that  war  already  existed  had 
weakened  the  bond  of  union,  and  Paine's  arguments  led 
many  to  look  with  favor  upon  the  idea  of  independence. 

Virginia  took  a  leading  part  by  instructing  her  dele 
gates  in  Congress  to  vote  for  independence.  This  action 
on  the  part  of  Virginia  had  its  due 
influence  upon  the  other  colonies. 
The  Stamp  Act,  the  Boston  Port 
Bill,  and  the  other  unpopular  meas 
ures  of  the  King  and  Parliament 
had  drawn  the  colonies  much  closer 
together.  They  were  beginning 
not  only  to  realize  the  value  of 
united  action  but  to  have  a  feeling 
of  self-confidence  leading  to  a  de 
sire  for  independence.  On  June  7 
Richard  Henry  Lee,  of  Virginia, 
introduced  a  resolution  "  that  these 
united  colonies  are,  and  of  right 
ought  to  be,  free  and  independent 
states."2  This  resolution  was  sec 
onded  by  John  Adams  of  Massa 
chusetts.  Thus  did  the  leading  colonies,  Massachusetts  and 
Virginia,  join  hands  in  this  most  important  step  toward  es 
tablishing  the  nation. 

Before  July  all  the  colonies  except  New  York  had  de- 

1  The  Hessians  were  so  called  because  they  came  from  Hesse-Cassel  in  Ger 
many.      Thirty  thousand  Hessians  were  hired   during  the   war,  18,000  of*  whom 
were  engaged  the   first  year.     Twelve  thousand   lost  "their  lives  during  the  war. 
The  cost  to  the  king  was  $22,000,000.     The  English  government  was  driven  to 
hire  Hessian  troops  because  (at  this  time)  the  war  was  so  unpopular  in  England 
that  it  was  not  easy  to  secure  English  volunteers  to  fight  in  America. 

2  The  colonies,  with  the  approval  of  Congress,  began  to  form  State  govern 
ments  in  1775.     The  change  from  a  colonial  to  a  State  form  of  government  was 
slight.     In  Connecticut  and  Rhode  Island,  where  the  people  had  been  governing 
themselves  by  electing  their  own  representatives,  the  only  change  necessary  was  to 
withdraw  allegiance  from  the  king. 


SAMUEL   ADAMS. 


HISTORY   OF  THE  UNITED   STATES 


clared  themselves  in  favor  of  independence.  In  the  mean 
time,  the  committee1  which  had  been  appointed  to  prepare 
Adoption  of  the  the  Declaration  of  Independence,  made  its  re- 

Declaration  of  -T->  ,   .      f 

independence,  port.  L  his  famous  paper,  written  by  Thomas 
July  4, 1776.  Jefferson,  was  formally  adopted  in  Indepen 
dence  Hall,2  Philadelphia,  July  4,  1776.  Realizing  how  se 
rious  the  occasion  was,  John  Hancock  said :  "  We  must  be 


INDEPENDENCE    HALL,    PHILADELPHIA,    PA.      CHESTNUT    STREET    FRONT. 

unanimous  ;  we  must  hang-  together."  "  Yes,"  said  Franklin, 
with  his  ready  wit,  "we  must  all  hang  together,  or  else  we 
shall  all  hang  separately." 

135.  The  British  Direct  their  Attention  to  the  Middle 
States  and  the  Hudson  River.— The  British3  had  failed  in 

1The  committee   consisted    of   Thomas   Jefferson,    John   Adams,    Benjamin 
Franklin,  Roger  Sherman,  and  Robert  R.  Livingston. 

2  This  building  is  still  standing  on  Chestnut  Street. 

3  On  June  28th  the  British  fleet  attacked  Fort  Moultrie,  in  Charleston  Harbor, 
South  Carolina.      Colonel  Moultrie  commanded  the  fort.     His  men  returned  the 
British  fire  with  a  precision  which  was  surprising  in  untried  gunners.     The  fleet 
retired,  and  South  Carolina  and  Georgia  were  safe  for  three  years. 


THE   REVOLUTION 


NEW  YORK 

and  Vicinity. 

9  ,   .   .  .  $ 


trau>       0 
'orth  Castl 


their  attempts  to  crush  the  Revolution  in  New  England. 
They  had  found  the  opposition  there  so  stubborn  that  they 
had  been  driven  out  of  Boston.  Their  next  move  was  to 
try  to  get  control  of  the  Hudson  River  and  the  Middle 
States.  There  were  several  reasons  why  this  movement 
attracted  the  British.  In 
this  region,  on  account  of 
the  mixed  char-  Reasons  why  the 
acter  of  the  English  wished  to 

secure  the  Hudson 
population,  the    River  and  the 

people    were  ""die states. 

not  so  united  and  earnest  in 
their  desire  for  independence 
as  in  New  England.  A  large 
part  of  the  inhabitants  were 
Tories,1  whose  influence,  it 
was  thought,  would  be  of 
much  service  to  the  British. 
The  Hudson  River  was  of 
great  military  importance, 
because,  along  with  Lakes 
George  and  Champlain,  it 
made  a  natural  highway2  be 
tween  New  York  and  Can 
ada.  If  the  British  could 

secure  this  river,  they  could  cut  off  New  England  from  the 
other  States.  British  forces  concentrated  in  New  England 
would  soon  conquer  it,  and  they  would  then  make  short 
work  of  the  rest  of  America.  In  a  word,  British  control  of 
the  Hudson  meant  certain  defeat  for  the  Americans. 

136.  Washington's  Plan  of  Defending  New  York  :  Bat 
tle  of  Long  Island  (August  27).— When  the  British  evacu 
ated  Boston,  Washington  supposed  that  their  next  point  of 
attack  would  be  New  York.  He  therefore  proceeded  to 

1  Everywhere   in  America   Tory  sentiment    was    strongest   among   the    non- 
English  elements  of  the  people. 

2  Water  routes  were  especially  valuable  then,  because  there  were  no  railroads 
for  the  transportation  of  armies  and  military  supplies. 


152  HISTORY   OF  THE   UNITED   STATES 

make  ready  its  defences.  Not  knowing  at  what  point  the 
attack  would  be  made,  he  found  it  necessary  to  prepare  for 
the  defence  of  a  line  of  twenty  miles.  Just  above  New 
\  ork  he  built  Forts  Lee  and  Washington,  on  opposite  sides 
of  the  Hudson.  He  also  fortified  Brooklyn  Heights  and 
sent  Putnam  with  half  the  army  to  occupy  them. 

In  the  summer  General  Howe  arrived  at  Staten  Island 
with  a  powerful  fleet  and  an  army  of  about  30,000  men. 
Washington  had  only  about  18,000.  On  August  27  Howe 
landed  on  Long  Island  and  attacked  a  detachment  of  the 
Americans  under  Sullivan,  whose  forces  were  outnumbered 
four  or  five  to  one.  The  battle  was  brief  and  one-sided. 
The  Americans  were  defeated  and  driven  back  behind  their 
intrenchments  on  Brooklyn  Heights.  If  Howe 

Washington  i        i    r    1 1  i   •  •  i  -11 

escapes  from  had  lollowed.  up  his  victory  he  might  have 
captured  the  American  army  and  brought  the 
war  to  a  speedy  end,  but  as  usual  he  was  too  slow.  Two 
days  later  Washington,  perceiving  that  the  British  fleet 
was  moving  to  cut  him  off  from  New  York,  secured  all  the 
boats  he  could  find,  and  with  the  aid  of  a  heavy  fog  es 
caped  during  the  night  with  all  his  force.1 

137.  Washington's  Retreat  from  New  York  and 
Across  New  Jersey. — Brooklyn  Heights  overlooked  New 
York  just  as  Bunker  Hill  or  Dorchester  Heights  over 
looked  Boston.  As  soon,  therefore,  as  the  British  got  pos 
session  of  Brooklyn  Heights,  Washington  saw  that  his 
army  could  not  long  remain  in  New  York.2  A  little  later 

1  It  is  surprising  that  Washington  could,  in  a  single  night,  succeed  in  getting 
an  army  of  10,000  men  across  a  river,  at  this  point  nearly  a  mile  wide,  without  be 
ing  discovered.      It  was  a  brilliant  piece  of  work,  which  none  but  an  able  general 
could  have  achieved.      Here,  as  at  Dorchester  Heights,  the  slow-witted  Howe  was 
outgeneralled. 

2  During  the  interval  of  about  two  weeks  between  the  retreat  from  Long  Island 
and  the  evacuation  of  New  York,  the  sad  episode  of  Nathan  Hale's  capture  and 
execution  occurred.      Captain  Nathan  Hale,  who  was  only  twenty-one  years  of  age, 
was  quite  willing  to  risk  his  life  by  going  as  a  spy  into  Howe's  camp  on  Long 
Island.      Hale  succeeded  in  getting  much  valuable  information  about  the  enemy's 
fortifications,  and  was  on  his  way  back  to  the  American  army  when  he  was  captured 
and  taken  before  General  Howe.     The  latter  promptly  ordered  him  to  be  hanged 
on  the  next  (Sunday)  morning.     During  the  night  Hale  asked  for  a  clergyman  and 


THE  REVOLUTION  153 


THE  JUMEL   MANSION,    NEW   YORK   CITY,    WASHINGTON'S   HEADQUARTERS. 

Howe,  with  the  aid  of  his  fleet,  tried  to  prevent  Washing 
ton's  escape  by  cutting  off  his  retreat,  but  Washington  was 
too  alert  for  him.  After  more  or  less  fighting  near  the 
Hudson  River,  north  of  New  York,  Washing-  The  Br.tish  capt. 
ton  left  General  Charles  Lee  with  one-half  ure  Forts  Lee  and 
the  army  at  North  Castle  while  he  crossed 
over  to  New  Jersey.  The  British  captured  Forts  Lee  and 
Washington  and  3,000  men.  This  was  a  terrible  loss  at  a 
time  when  everything  seemed  to  be  going  against  the 
American  cause. 

But  even  worse  things  were  to  follow.  In  order  to  pre 
vent  the  British  from  carrying  out  their  plan  of  taking 
Philadelphia,  Washington  put  his  troops  between  that  city 
and  the  British  army.  Needing  every  avail-  Lee's  disobedience 
able  soldier,  he  sent  Lee  orders  to  join  him.  and  jealousy. 
Lee  did  not  move.  Again  and  again  Washington  urged 
upon  Lee  the  importance  of  joining  their  forces,  but  he  re- 

a  Bible.  Both  were  denied  him.  He  wrote  to  his  mother  and  to  his  betrothed,  but 
the  letters  were  torn  in  pieces  before  his  eyes  by  the  hard-hearted  jailer.  The  last 
words  of  the  martyr-spy  bore  witness  to  his  brave  spirit :  "  I  only  regret  that  I 
have  but  one  life  to  lose  for  my  country." 


iS4  HISTORY  OF  THE  UNITED   STATES 

mained  at  North  Castle.  He  was  jealous  of  Washington, 
and,  being  second  in  command,  he  wished  Washington  to 
fail  in  order  that  he  himself,  by  promotion,  might  become 
commander-in-chief.  This  disobedience  and  jealousy  put 
Washington  in  a  critical  position. 

To  save  his  army  from  capture  he  was  again  forced  to 
retreat — this  time  across  New  Jersey.  On  his  line  of 
march  he  broke  down  bridges  and  destroyed  supplies  which 
the  British  hoped  to  secure  for  their  army.  Often  the  rear 
guard  was  just  leaving  a  burning  bridge  when  the  advance 
of  the  British  could  be  seen  approaching.  Washington's 
retreat  was  so  skilful  that  the  British  spent  nineteen 
days  (November  19  to  December  8)  in  marching  a  little 
Washington's  over  sixty  miles.  But  his  losses  by  desertion 
army  melting  were  great  and  his  army  seemed  to  be  melting 
away.  When  he  reached  the  Delaware  River 
he  had  only  about  3,000  soldiers.  Having  previously  sent  on 
men  to  secure  the  boats  for  nearly  one  hundred  miles  along 
the  river,  he  got  his  little  army  across  just  in  time  to  escape 
the  British,  who  arrived  on  the  evening  of  the  same  day. 

138.  Battle  of  Trenton. — These  were  indeed  "  dark  and 
dismal  "  days.  In  the  retreat  across  New  Jersey  the  Amer- 
Dark  outlook  of  icans  suffered  greatly.  Many  were  without 
the  American  shoes  and  they  could  be  tracked  by  crimson 
foot-prints  upon  the  snow.  The  friends  of 
the  patriot  cause,  both  in  England  and  in  America,  thought 
the  Americans  hopelessly  beaten.  There  was  doubt  and 
gloom  everywhere.  The  British  generals  thought  the  war 
was  near  its  close,  and  Cornwallis  was  packing  up  to  re 
turn  to  England ;  for  as  soon  as  the  Delaware  should  be 
come  frozen  over  the  British  intended  to  march  across  and 
seize  Philadelphia,  the  "rebel"  capital.  It  would  then  be 
useless  for  him  to  remain  longer  in  America. 

But  Washington  was  not  without  hope.  He  noted  with 
satisfaction  the  mistake  the  British  were  making  in  care- 
Washington's  lessly  separating  their  army  into  several  di- 
PIans-  visions  and  scattering  them  at  various  points 

in  New  Jersey.  In  the  meantime  Charles  Lee  had  been 


THE  REVOLUTION 


155 


WASHINGTON'S  RETREAT 

ACROSS  NEW  JERSEY. 


captured.  His  troops,  now  under  Sullivan,  had  joined 
Washington,  so  that  the  entire  army  numbered  6,000. 
Washington  at  once  planned  to  attack  the  body  of  Hessians 
stationed  at  Trenton. 

The  attack  was  made  on  Christmas  night  with  2,400 
picked  men.  They  began  crossing  the  river  early  in  the 
evening.  Great 
blocks  of  ice,  float 
ing  down  the  swift 
current,  made  the 
crossing  slow  and 
difficult.  Massa 
chusetts  fishermen 
skilfully  directed 
the  boats,  but  it 
was  four  o'clock  in 
the  morning  before 
the  soldiers  were 
ready  to  take  up 
their  line  of  march. 
A  furious  storm  of 
snow  and  sleet  beat 
in  their  faces  as  they 
plodded  on  toward 
Trenton,  nine  miles 
away.  By  daybreak 
they  had  completely  surprised  the  Hessians  and,  after  a 
brief  struggle,  had  captured  the  whole  force  A  glorious  victory 
of  more  than  1,000  men.  By  one  bold  stroke  «t  Trenton. 
Washington  had  changed  defeat  into  victory  and  had  in 
spired  the  patriot  Americans  with  new  hope. 

Cornwallis,  filled  with  amazement,  decided  to  remain  a 
little  longer  in  America.  Leaving  a  rear-guard  at  Prince 
ton  to  protect  his  supplies,  he  speedily  advanced  with  a 
superior  force  against  Washington.  At  nightfall  January  2, 
1777,  only  a  small  creek  separated  the  two  armies,  just  south 
of  Trenton.  "  At  last,"  said  Cornwallis,  "  we  have  run  down 
the  old  fox  and  we  will  bag  him  in  the  morning."  But 


156  HISTORY   OF  THE   UNITED   STATES 

Washington  outgeneralled  him.  During  the  night  he  not 
only  escaped,  but  marched  around  Cornwallis,  defeated  his 
Battle  of  Prince,  rear-guard  at  Princeton,  captured  five  hun- 
ton*  dred  prisoners,  and  then  withdrew  in  safety 

to  the  heights  about  Morristown,  where  he  went  into 
winter  quarters. 

139.  Robert  Morris  Furnishes  Money  for  the  Army.. — 
After  the  battle  of  Trenton  Washington  was  in  sore  straits 
Great  need  of  with  his  army.  Many  of  the  soldiers'  terms  of 
money  for  the  service  were  about  to  expire,  and  these  men 
were  eager  to  get  to  their  homes.  Washing 
ton  knew  that  good  money  would  hold  them  over  for  a  few 
weeks.  He  wrote  in  haste  therefore  to  his  friend  Robert 
Morris,  a  rich  merchant  and  banker  of  Philadelphia,  for 
$50,000  in  hard  cash.  Morris  promptly  responded.  Before 
light  on  New  Year's  morning  he  went  knocking  from  door 
to  door  to  secure  the  money  from  among  his  friends. 
The  nobie  task  of  By  noon  the  sum  was  made  up  and  on  its  way 
Robert  riorris.  to  Washington.  The  army  was  saved,  and 
Washington  was  able  to  bring  to  an  end  a  brilliantly  ex- 
ecuted  campaign.  Again  during  Greene's  campaign  in  the 
Carolinas  (1780)  and  during  Washington's  about  Yorktown 
(1781),  Morris  came  to  the  rescue  of  the  army.  His  ample 
fortune  was  a  silent  power  which  none  the  less  truly  than 
the  military  genius  of  Washington  made  American  inde 
pendence  possible. 


TO  THE  PUPIL 

1.  Review  the  New  England  Confederacy,  Franklin's  Plan  of  Union,  the 

Stamp  Act  Congress,  and  the  Continental  Congress.  How  do  you 
account  for  the  rapid  growth  of  a  desire  on  the  part  of  the  colonists 
for  Independence  ?  In  this  connection,  find  out  all  you  can  about  the 
Hessians. 

2.  Explain  the  leading  part  taken  by  Virginia  and  Massachusetts  in  se 

curing  the  adoption  of  the  Declaration  of  Independence.  Review 
Berkeley  in  Virginia  and  Andros  in  Massachusetts. 

3.  What  -were  the  Americans  fighting  for  before  the  adoption  of  the  Dec 

laration  of  Independence  ?    What,  after  it  ? 


THE  REVOLUTION  157 

4.  Why  did  the  British  wish  to  secure  control  of  the  Hudson  River  and 

the  Middle  States  ?  Can  you  give  any  reason  why  the  Tories  were 
more  numerous  in  this  part  of  the  country  than  in  New  England  ? 

5.  What  plans  did  Washington  make  for  the  defence  of  New  York? 

6.  Are  you  constantly  using  a  map  to  aid  you  in  forming  vivid  pictures  ? 

7.  What  had  Charles  Lee  to  do  with  Washington's  retreat  across  New 

Jersey  ?  After  chasing  Washington  across  New  Jersey,  what  mis 
take  did  the  British  make  ?  How  did  Washington  take  advantage  of 
this  ?  You  may  well  closely  follow  Washington  at  this  time.  What 
service  did  Robert  Morris  render  the  American  cause  ? 

8.  Read  the  account  of  the  battle  of  Trenton  in  Coffin's  Boys  of  '76. 


THE   STRUGGLE   FOR  THE   HUDSON   RIVER  AND  THE   MIDDLE 
STATES  IN    1777 

140.  The  British  Plan  to  get  Control  of  the  Hudson 
in  1777. — By  the  capture  of  New  York  the  British  held  the 
lower  part  of  the  Hudson.     Their  plan  for  1777,  like  that 
for  1776,  was  to  get  entire  control  of  this  river.     The  plan 
was  three-fold :  (i)  Burgoyne  was  to  come  down  from  Can 
ada  by  way  of  Lake  Champlain  ;J  (2)  St.  Leger  was  to  sail 
up  the  St.  Lawrence  into  Lake  Ontario  and,  landing  at  Os- 
wego,  was   to   come   down  the    Mohawk  Valley ;   (3)  and 
Howe,  with  the  main  army,  was  to  go  up  the  Hudson  from 
New  York.     All  three  of  these  divisions  were  to  meet  at 
Albany.     The  plan  looks  simple.     It  will  be  interesting  to 
see  how  the  blundering  of  the  British  led  to  failure. 

141.  Burgoyne's  Brilliant  Beginning.— Burgoyne,  with 
an  army  of  10,000  men,  including  Canadians  and  Indians, 
captured  Crown  Point  (June  26).     Ten  days  later  he  forced 
the  Americans  to  evacuate  Fort  Ticonderoga  and  hastily 
to  retreat   southward.     Burgoyne   was   now    confident   of 
easy  victory.    King  George  clapped  his  hands  and  shouted, 
"I    have   beat   them!     I    have    beat   all  the   Americans!" 
The  English  people  thought  the  war  would  soon  be  over. 

1  In  1776  Carleton  had  led  a  similar  expedition.  With  12,000  troops  he  started 
from  Canada  to  secure  control  of  the  water  route  to  the  mouth  of  the  Hudson.  Al 
though  stubbornly  opposed  by  Arnold  on  Lake  Champlain,  he  captured  Crown 
Point,  but  finding  Ticonderoga  strongly  fortified  he  withdrew  without  attacking 
that  fort. 


158  HISTORY  OF  THE   UNITED   STATES 

The  Americans  were  everywhere  disheartened.  Four  days 
more  (July  10)  found  Burgoyne's  army  at  Skenesboro  (now 
Whitehall),  about  twenty  miles  distant  in  a  direct  line  from 
Fort  Edward. 

142.  Some  of  Burgoyne's  Difficulties. — But  in  crossing 
the  carrying-place  between  Lake  Champlain  and  the  Hud 
son  serious  difficulties  stood  in  his  way.     The  country  was 
swampy  and  heavily  wooded.     General  Schuyler,  who  was 
in  command  of  the  Americans,  felled  trees  across  the  roads 
and    destroyed   over   forty    bridges.      These    obstructions 
greatly   delayed   Burgoyne.     The   British   advanced    only 
about  a  mile  a  day  until  they  reached   Fort  Edward  (July 
30).     As  Burgoyne's  supplies  had  to  be  sent  to   him  from 
Canada,  the  farther  he  advanced  the  more  difficult  it  was 
to   feed    his   army.     To    keep    his   line  of   communication 
guarded   it   was    necessary   to   leave    troops    in    his    rear. 
Every  mile  of  advance  thus  compelled  him  to  weaken  his 
attacking  force. 

143.  Burgoyne's    Indian    Allies. — Burgoyne's    Indian 
allies  were  a  source  of  more  weakness  than  strength   to 
his  army.     They  murdered    and    scalped    peaceful   inhab 
itants    every    day.1      These    barbarous    cruelties    aroused 
the   hottest   indignation   among   the    people,   hundreds   of 
whom    eagerly    offered    their    services    to    the   American 
commander. 

144.  Bennington  and  Supplies. — While   encamped    at 
Fort  Edward  in  August,  Burgoyne's  army  stood  greatly  in 
need  of  horses  and  supplies.     News  came  that  at  Benning- 

1  Near  Fort  Edward  they  killed  Jane  McCrea,  a  fascinating  young  woman 
who  was  engaged  to  be  married  to  David  Jones,  an  American  loyalist  serving  as 
lieutenant  in  Burgoyne's  army.  Jones,  having  prevailed  upon  Miss  McCrea  to 
come  within  the  British  lines  and  man  '  him,  sent  a  party  of  Indians  under  the 
half-breed  Duluth  to  act  as  her  guard.  She  was  staying  at  the  house  of  Mrs. 
McNeil,  only  a  few  hundred  yards  from  Fort  Edward.  Before  Duluth's  party 
could  reach  Mrs.  McNeil's  house,  however,  another  party  of  Indians  under  the 
Wyandotte  Panther  arrived  and  carried  off  Miss  McCrea.  Both  parties  of  Indians 
met  at  a  spring  between  Fort  Edward  and  Glens  Falls,  and  Duluth  declared  his 
right  to  take  charge  of  the  young  lady.  In  the  heated  dispute  which  followed  the 
Panther  shot  dead  the  unfortunate  Miss  McCrea.  This  is  the  version  of  the  McCrea 
story  as  told  by  W.  L.  Stone  in  the  "  Cyclopaedia  of  American  Biography." 


THE   REVOLUTION 


159 


ton,  a  little  village  in  Vermont  at  the  foot  of  the  Green 
Mountains,  the  Americans  had  collected  several  hundred 
horses,  as  well  as  food  supplies  and  ammunition.  Burgoyne 
was  as  much  in  need  of  horses  to  draw  his  can-  Burgoyne's  need 
non  as  of  food  to  feed  his  troops.  Besides,  he  of  *«PP»«». 
was  told  that  there  were  many  Tories  in  the  Green  Moun 
tains  who  would,  with  a  little  encouragement,  flock  to  the 
British  army.  To  win  over  the 
people  to  the  British  cause  was  no 
small  part  of  the  purpose  of  the 
expedition  to  Bennington. 

Accordingly,  about  1,000  Hes 
sians  were  sent  to  Bennington, 
where  nearly  all  of  them  were 
killed  or  captured  by  a  body  of 
militia  under  Colonel  John  Stark. 
Burgoyne's  army  was  badly  crip 
pled  by  this  disaster.  Instead  of 
bringing  recruits  to  Re8u3tsofthe 

the   British    the   expe-       British  defeat  at 

dition  to  Bennington      Bennln*ton- 

only  served  to  make  the  feeling  of 

the  Green  Mountain  farmers  more 

bitter  against  the  English  Government.     Great  numbers  of 

them  speedily  hastened  to  join  the  American  army. 

145.  Failure  of  St.  Leger.— Fortune  seemed  to  be  against 
Burgoyne.  St.  Leger,  it  was  hoped,  would  gather  about 
his  standard  many  of  the  Iroquois,  or  Six  Nations,  and  large 
numbers  of  Tories  in  western  and  central  New  York.  In 
due  time  he  made  his  way  to  Oswego,  and  from  there  to 
Fort  Stanwix.  St.  Leger  laid  siege  to  the  fort.  Arnold, 
with  a  body  of  troops,  pressed  forward  to  its  st.  Lexer's 
relief.  He  sent  a  messenger  ahead  to  report  hurried  retreat, 
that  a  large  force  would  soon  attack  the  British.  Panic- 
stricken,  the  Indians  at  once  hurried  away  and  were  soon 
followed  by  St.  Leger  himself  (August  22).  Burgoyne 
could  no  longer  look  for  aid  in  this  direction.  His  only  re 
maining  hope  was  in  receiving  reinforcements  from  Howe. 


JOHN    BURGOYNE. 


i6o 


HISTORY  OF  THE   UNITED   STATES 


Where  Howe  was  and  what  his  army  was  doing  we  will 
now  consider. 

146.  Why   Howe   Failed  to   Unite  with   Burgoyne— 
If  Howe  had  gone  up  the  Hudson  and  joined  Burgoyne  at 
the  time  planned,  the  latter's  invasion  would  no  doubt  have 
been  successful.     Why  Howe  did  not  do  the  part  assigned 
him  was  a  question  that  until  eighty  years  afterward  had  no 
satisfactory  answer.     An  explanation  was  then  found  in  a 

document  in  Charles  Lee's  hand 
writing  that  proved  him  beyond 
a  doubt  to  be  a  trai- 

The  traitor  Lee.  ,        ,     , 

tor.  Lee  had  been 
captured  in  the  autumn  of  1776. 
While  yet  uncertain  of  his  fate, 
he  told  Howe  that  he  had  given 
up  the  American  cause  and  of 
fered  his  advice  for  the  summer 
campaign.  Lee  believed  it  was 
more  important  to  capture  Phila 
delphia  than  to  get  control  of  the 

Lee's  advice  to  Hudson.      HenCC  he 

Howe-  advised    sending    a 

force  to  take  that  city,  which  the 
British  general  called  the  "rebel 

capital."  Howe  might  thus  speedily  bring  Pennsylvania 
under  subjection  to  England,  while  Burgoyne  and  St.  Leger 
would  easily  subdue  New  York.  To  his  own  confusion 
and  to  the  confusion  of  the  British  cause  Howe  followed 
Lee's  advice. 

147.  Howe's   Advance   Toward    Philadelphia. — Howe 
opened  the  campaign  (June  12)  by  an  effort  to  draw  Wash 
ington    from   his   strong   position  among  the 

Howe's  vain  at 
tempt  to  bring  on  hills  around  Mornstown  into  a  general  en 
gagement.  But  Washington  was  too  wary  to 
allow  himself  to  be  caught  napping.  After  spending  two 
or  three  weeks  in  vain  attempts  to  provoke  Washington  to 
come  out  from  his  strongholds  and  fight  in  the  open  field 
Howe  withdrew,  tired  out  with  his  fruitless  manoeuvres. 


LAFAYETTE. 


MAP  SHOWING 

BURGOYNE'S  INVASION 


HOOVE'S  CAPTURE  OF  PHILADELPHIA 


1 62 


HISTORY   OF  THE   UNITED   STATES 


He  sails  to  Elkton. 


Even  though  Howe  s  army  numbered  18,000  men  he 
dared  not  risk  a  march  across  New  Jersey  with  Washing 
ton  and  an  army  of  8,000  in  his  rear.  So  on  the  last  day 
of  June  he  gave  up  his  plan  of  marching  across  New  Jersey 
to  Philadelphia  and  withdrew  his  army  to  Staten  Island. 
He  then  sailed  southward  in  order  to  reach 
Philadelphia  by  way  of  the  Chesapeake.  When 
he  reached  Elkton,  the  head  of  the  Chesapeake  (August 
25),  he  had  been  two  months  on  the  way.  It  was  a  precious 
two  months  to  the  American  cause, 
as  we  shall  now  see. 

148.  Battle  of  the  Brandywine.1 
—Howe  had  no  sooner  landed,  than 
he  found  his  watchful  foe  ready  to 
dispute  his  advance  upon  Philadel 
phia.  Washington  decided  to  make 
a  stand  at  Brandywine  Creek,  where 
he  met  Howe  in  battle  (September 
u).  The  British  greatly  outnum 
bered  the  Americans  and  defeated 
Washington's  them.2  But  Washing- 
skiifui  retreat.  ton  withdrew  in  good 
order  and  handled  his  troops  with 
such  skill  as  to  keep  Howe  two  weeks  in  marching  to 
Philadelphia,  only  twenty-six  miles  from  the  battle-field. 

1  When  La  Fayette  heard  that  the  Americans  had  declared  their  independence  of 
England  he  was  eager  to  cross  the  Atlantic  and  aid  them.  He  was  not  yet  twenty 
years  of  age  and  had  just  married  a  beautiful  young  woman  of  rank  and  fortune. 
But  he  was  willing  to  leave  behind  him  wife,  family,  and  friends  to  fight  in  a  noble 
cause.  Accordingly,  he  sailed  in  his  own  vessel  for  this  country  and  reached  the 
coast  of  South  Carolina  in  April,  1777. 

Congress  made  him  major-general  in  the  Continental  army,  where  he  rendered 
excellent  service.  He  fought  his  fir:;t  battle  at  Brandywine,  and  here  was  wounded 
in  the  leg.  He  freely  spent  his  own  money  for  clothing  and  equipping  the  soldiers 
under  his  command.  From  their  first  meeting  a  warm  friendship  sprang  up  be 
tween  La  Fayette  and  Washington.  After  the  war  was  over  La  Fayette  twice 
visited  the  United  States.  The  first  visit  he  made  in  1784  on  Washington's  invi 
tation  ;  the  second,  in  1824,  when  he  laid  the  corner  stone  of  Bunker  Hill  monu 
ment  on  the  spot  where  the  brave  Warren  had  fallen  in  1775. 

8  Washington  had  weakened  his  army  by  sending  picked  troops  to  aid  the  Army 
of  the  North. 


BENJAMIN    FRANKLIN. 


THE  REVOLUTION  163 

It  was  on  September  26  when  the  British  general  marched 
into  this  city,  a  week  after  the  first  battle  of  Saratoga,  and 
altogether  too  late  to  send  troops  to  co-operate  with  the 
unfortunate  Burgoyne  three  hundred  miles  away.  In  de 
laying  Howe  Washington  had  made  Burgoyne's  capture 
certain.  People  did  not  understand  the  meaning  of  Wash 
ington's  masterful  strategy,  but  his  policy  of  delaying 
Howe  had  been  fatal  to  the  success  of  the  British  plan  to 
secure  control  of  the  Hudson. 

149.  Burgoyne's  Surrender. — While  Howe  was  on  his 
way  to  Philadelphia  Burgoyne  was  passing  through  a  try 
ing  experience  in  the  North.  On  sailing  away  from  New 
York  Howe  left  Clinton  in  command  there.  In  vain  Bur 
goyne  sent  messenger  after  messenger  to  Clinton,  asking 
for  reinforcements.  Without  Clinton's  aid  success  was 
very  doubtful,  for  the  Americans  were  increasing  daily 
and  were  threatening  to  cut  off  Burgoyne's  line  of  com 
munication  with  Canada.  The  American  army,  now  com 
manded  by  Gates,1  occupied  a  strong  position  at  Bemis 
Heights.  The  situation  was  desperate.  Bur-  Burgoyne's  situa- 
goyne  must  force  an  advance.  With  great  tion desperate, 
courage  he  fought  a  battle  (September  19),  in  which  his 
advance  was  stubbornly  contested.  Still  there  was  no 
news  from  Clinton.  In  the  meantime,  Lincoln  had  suc 
ceeded  in  cutting  off  the  British  supplies  from  Canada. 
Three  weeks  later  Burgoyne,  whose  army  was  suffering 
from  want  of  food,  again  attacked  the  Americans  (Oc 
tober  7)  with  the  hope  of  cutting  his  way  through  their 
lines,  and  again  suffered  defeat.  He  tried  in  vain  to  find 
a  way  of  escape  but  could  not,  for  he  was  surrounded 
and  cut  off  from  supplies.  After  ten  days,  therefore,  he 

1  Schuyler  was  a  noble  man  and  a  good  general,  but  he  had  political  enemies 
who  succeeded  in  having  him  removed.  Gates  was  vain  and  weak,  and  his  subse 
quent  history  proved  him  to  be  lacking  even  in  personal  bravery.  The  success  of 
his  army  at  Saratoga  was  due  to  the  gallant  leadership  of  Arnold  and  Morgan, 
Gates  deserved  no  credit.  His  easy  manner  and  fluent  tongue  enabled  him  for  a 
time  to  influence  people  who  did  not  understand  his  real  character.  In  time,  how 
ever,  his  selfishness,  trickery,  and  cowardice  brought  down  upon  him  the  contempt 
of  honest  men. 


164  HISTORY  OF  THE  UNITED   STATES 

surrendered  his  entire  army  of  6,000  regular  troops1  (Oc 
tober  17). 
150.  Burgoyne's  Surrender  Leads  to  Aid  from  France. 

-The  surrender  of  Burgoyne  was  the  turning-point  in  the 
Franklin's  infiu-  war.  Its  immediate  result  was  a  treaty  of 
cretakTfrom  *  alliance  between  France  and  our  country. 
France.  Shortly  after  the  Declaration  of  Independence 

was  signed  Congress  sent  over  three  commissioners2  to  se 
cure  aid  from  France.  The  principal  one  of  these  was 
Benjamin  Franklin,  then  seventy  years  old.  His  simplicity 
and  directness  charmed  the  French  people  and  won  him  a 
warm  place  in  their  hearts.  Before  Burgoyne's  invasion 
France  had  secretly  sent  to  the  Americans  much  aid  in  the 
form  of  money  and  ship-loads  of  ammunition  and  clothing. 

But  after  Burgoyne's  surrender  it  was  evident  that  the 
Americans  were  fighting  England  with  success.  France, 
Results  of  the  England's  traditional  enemy,  was  then  ready 
American  treaty  to  aid  them  openly.  She  therefore  entered 
into  a  treaty  of  alliance  with  the  United  States, 
agreeing  to  send  over  a  fleet  and  an  army  of  4,000  men. 
England  promptly  declared  war  against  France.  She  also 
changed  her  policy  toward  the  Americans.  She  repealed 
the  tea  duty,  the  Boston  Port  Bill,  and  all  the  other  hated 
measures  that  had  driven  the  colonies  to  take  up  arms 
against  the  king.  She  promised  that  there  should  be  no 
more  taxation  without  representation.  But  it  was  too 
late.  The  Americans  would  now  agree  to  nothing  short 
of  independence. 

151.  The  Suffering  at  Valley  Forge.— Even  after  losing 
Philadelphia,  Washington  had  the  courage  to  attack  the 
British  at  Germantown.  Although  he  made  a  well-planned 
attack,  on  account  of  a  fog  he  suffered  defeat.  He  then 

1  The  Americans  when   marching   the   English   soldiers  off  the  field  of   sur 
render  proudly  unfurled  their  new  flag.     In  January,  1776,  Washington  began  to 
use  an  American  flag.     This  was  like  the  British  flag,   except  that  the  thirteen 
stripes  in  the  American  flag  took  the  place  of  the  solid  red  of  the  British.      Con 
gress  adopted  the  "  Stars  and  Stripes  "  on  June  14,  1777.     John  Paul  Jones  is  be 
lieved  to  have  been  the  first  to  hoist  the  flag  at  sea. 

2  These  commissioners  were  Benjamin  Franklin,  Arthur  Lee,  and  Silas  Deane. 


THE   REVOLUTION  165 

withdrew  his  army  and  went  into  winter  quarters  at  Valley 
Forge.  This  was  a  strong  position  among  the  hills,  about 
twenty  miles  northwest  of  Philadelphia,  on  the  Schuylkill 
River.  But  the  winter  was  a  terrible  one  for  the  army.1 
Most  of  the  soldiers  were  in  rags,  few  had  any  bedding,  and 
many  had  not  even  straw  to  lie  upon  at  night.  Nearly  3,000 
were  barefoot,  and  could  be  tracked  by  their  bloody  foot 
prints  upon  the  frozen  ground.  Owing  to  mismanage 
ment  by  Congress  and  the  commissary  department,  there 
was  often,  for  days  at  a  time,  no  bread. 

The  army,  though  weakened  by  suffering  and  loss  of 
food,  was  greatly  strengthened  by  the  systematic  military 
drill  which  they  received  from  Steuben,2  a  Prussian  veteran 
who  had  joined  the  American  cause.  He  was  made  in 
spector-general,  and  he  transformed  the  ragged  regiments 
into  a  well-disciplined  army. 

152.  The  Conway  Cabal. — Petty  politics  and  personal 
jealousy  in  Congress  did  much  at  this  time  and  at  other 
times  to  prevent  the  successful  handling  of  w  . 

1  Washington  s 

the  troops  by  Washington.  Weak  and  vain  enemies  and  their 
men,  such  as  Gates  and  Charles  Lee,  did  all  petty  8Chemin*- 
they  could  to  destroy  Washington's  influence  and  drive  him 
from  his  position  as  commander-in-chief.  As  Gates  had 
succeeded,  by  his  political  scheming,  in  getting  Congress  to 
appoint  him,  in  place  of  Schuyler,  as  head  of  the  Northern 
army  in  1/77,  so  now  he  was  busily  scheming  for  the  down 
fall  of  Washington  that  he  might  himself  become  the  head 
of  all  the  American  armies.  As  one  of  the  leaders  in  this 

1  A  beautiful  story  is  told  of  Washington  at  Valley  Forge.     When   "Friend 
Potts  "  was  near  the  camp  one  day  he  heard  an  earnest  voice.      On  approaching  he 
saw  Washington  on  his  knees,  his  cheeks  wet  with  tears,  praying  to  God  for  help  and 
guidance.     When  the  farmer  returned  to  his  home  he  said  to  his  wife:    "  George 
Washington    will  succeed  !     George  Washington  will  succeed  !      The  Americans 
will  secure  their  independence  !  "      "What  makes  thee  think  so,  Isaac?"  inquired 
his  wife.      "I  have  heard  him  pray,  Hannah,  out  in  the  woods  to-day,  and  the 
Lord  will  surely  hear  his  prayer.     He  will,  Hannah  ;  thee  may  rest  assured  He  will. " 

2  There  were  five  eminent  foreign  gentlemen  who  fought  in  the  American  army. 
Two  of  these,  La  Fayette  and  John  Kalb,  were  Frenchmen  ;   two  others,  Kosciusko 
and  Pulaski,  were  Poles  ;  and  the  fifth  was  Baron  Steuben,  a  German.     These  brave 
Officers  won  the  lasting  gratitude  of  patriot  Americans. 


166  HISTORY   OF  THE  UNITED   STATES 

shameful  plot  was  Conway,  it  was  called  the  Conway  Cabal. 
The  taunt  was  openly  made  that  while  Gates  had  captured 
Burgoyne  at  Saratoga,  Washington  had  been  defeated  by 
Howe  on  the  Brandywine.  But  when  people  understood 
the  meanness  of  all  this  plotting  they  were  indignant. 
Washington  appeared  all  the  more  noble  in  contrast  with 
these  selfish  men,  and  his  popularity  was  even  greater  than 
before. 

153.  The  British  Evacuate  Philadelphia  (June  18, 1778). 
When  the  British  learned  that  a  French  fleet  was  coming 
over  to  aid  the  Americans,  they  feared  it  might  go  up 
the  Delaware  and,  co-operating  with  Washington,  capture 
their  troops  in  Philadelphia.  So  Clinton,  who  had  suc 
ceeded  Howe  in  the  chief  command,  was  at  once  ordered 
to  hasten  away  from  Philadelphia  and  reinforce  the  army  in 
Battle  o*Mon-  New  York.  With  17,000  men,  the  British 
mouth.  general  began  his  march  across  New  Jersey. 

Washington  started  in  pursuit  of  Clinton,  overtook  him  at 
Monmouth,  and  attacked  him  there  (June  28).  But,  ow 
ing  to  the  treachery  of  Charles  Lee,1  Washington  failed  to 
win  a  decisive  victory.  During  the  night  the  British  hur 
ried  from  the  battle-field  on  toward  New  York. 

TO   THE    PUPIL 

1.  First  review  the  reasons  why  the  British  wished  to  get  control  of  the 

Hudson  River  and  the  Middle  States.     What  was  the  British  plan 
for  1777  ? 

2.  Describe  Burgoyne's  brilliant  beginning  and  his  later  difficulties.     In 

what  way  did  his  Indian  allies  affect  the  invasion  ? 

3.  What  were  the  purposes  and  the  results  of  the  expedition  against 

Bennington  ?     Explain  the  failure  of  St.  Leger. 

4.  Why  did  not  Howe  sail  up  the  Hudson  to  join  Burgoyne  ?     In  what 

way  did  Charles  Lee  show  himself  to  be  a  traitor  to  the  American 
cause  ?    What  -was  his  advice  to  Howe  ? 

5.  Why  did  not  Howe  march  across  New  Jersey  in  his  attempt  to  capture 

Philadelphia  ?     Trace  his  route  by  water  to  Elkton.     In  what  way 
did  Howe  "waste  valuable  time  ? 

1  For  his  shameful  retreat  and  disobedience  of  orders  Lee  was  tried  by  court- 
martial.  He  was  suspended  from  his  command  for  one  year.  Later  he  was  ex 
pelled  from  the  army. 


THE  REVOLUTION  167 

6.  How  did  Washington  aid  the  Northern  army  to  capture  Burgoyne  ? 

7.  Give  reasons  for  Burgoyne's  failure. 

8.  What  were  the  most  important  results  of  his  surrender  ?    How  had 

France  aided  us  before  this  surrender?  After  France  entered  into  a 
treaty  of  alliance  with  the  Americans  what  change  did  England 
make  in  her  policy  toward  them  ? 

9.  Be  prepared  to  write  five  minutes  on  any  of  the  following  topics :  The 

suffering  at  Valley  Forge,  the  Conway  cabal,  the  British  evacuate 
Philadelphia.  Contrast  Washington  with  such  men  as  Lee  and 
Gates. 

10.  Imagine  yourself  to  have  been  with  Washington's  army  at  Valley 

Forge  in  that  trying  winter  and  write  an  account  of  your  personal 
experiences. 

11.  Read  Scudder's  George  Washington. 


WARFARE   ON   THE    BORDER   AND    ON   THE    SEA 

154.  England's  Numerous  Wars.— England's  war  with 
France  made  it  necessary  for  her  to  protect  her  colonies  in 
various  parts  of  the  world.  This  prevented  her  from  con 
centrating  her  forces  in  America.  Within  the  next  two 
years  she  also  became  implicated  in  war  with  Spain  and 
Holland ;  hence  we  need  not  be  surprised  that  the  English 
did  but  little  fighting  in  America  during  1778  and  1779. 

JSS-  Weakness  and  Difficulties  of  the  Americans. — 
The  United  States  was  equally  unable  to  engage  in  exten 
sive  military  operations.     The  country  was  very  weak  in 
point  of  wealth  and  population.     The  principal  industries 
were  farming,   fishing,   ship-building,  and   commerce,  and 
these,  especially  the  last  three,  had  naturally  been  much 
interfered    with    by  the    war.     The   Continental   Congress 
had  but  little  authority,  and  steadily  lost  influ-  The  continental 
ence  until  it  commanded  but  little  respect.     It  congress  has 
could  not  enlist  a  soldier  or  build  a  fort,  be 
cause  it  had  no  power  to  levy  taxes.     In  course  of  time  the 
States  paid  little  heed  to  the  requisitions  for  money  which 
Congress    made   upon   them.     Under   such    circumstances 
Congress  had  great  difficulty  in  raising  money  enough  to 
carry  on  the  war. 

Although  Congress  had  no  money  and  no  means  of  get- 


i68 


HISTORY  OF  THE   UNITED   STATES 


A    REVOLUTIONARY    GUN. 


ting  any,  it  could  issue  paper  promises,  and  this  it  did  in 
immense  quantities.  These  paper  promises  were  called  Con- 
continentai  tineiital  currency,  and,  like  all  such  promises, 

currency.  they  were  valuable  only  in  so  far  as  people 

had  confidence  in  the  ability  of  the  government  to  redeem 
them.  As  people  lost  respect  for  Congress,  this  paper  cur 
rency  fell  in  value.  Before  the  close  of  1779  the  coin  value 
of  this  Continental  currency  was  only  two  cents  on  the  dol 
lar,  and  in  the  early  part  of  the  following-  year  its  coin 
value  was  nothing  at  all.  "  Not  worth  a  Continental " 
recalls  the  money  trials  of  the  Revolution. 

156.  Use  of  Indians  by  the  English.— The  difficulties 
of  the  situation  were  enhanced  by  the  hostility  of  the  orig 
inal  owners  of  the  soil.  We  have  seen  how  Burgoyne  em 
ployed  Indians  to  help  him.  It  was  a  part  of  the  plan  of 
the  English  to  get  all  the  aid  they  could  from  the  Iroquois 
in  New  York  and  from  the  Indians  west  of  the  Alleghanies. 
These  powerful  tribes,  furnished  with  arms,  ammunition, 
provisions,  and  sometimes  with  British  leaders,  were  a  seri 
ous  annoyance  to  the  people  on  the  frontier. 

The    struggle    between 
the  backwoodsmen  and  the 
red   men   was 

Importance  of  the 

struggle  between     OI      great     im- 

backwoodsmen       portance.  The 

and  the  Indians.       *  . .    ,       „ 

English  Gov 
ernment  wished  to  coop  up 
the  Americans  between  the 
Alleghanies  and  the  Atlan 
tic.     For,   as  long   as    the   western    country   remained   un 
settled,  English  merchants  could  continue  to  grow  rich  on 
the  immensely  profitable  fur  trade  with  the  Indians.     The 


A    REVOLUTIONARY    FLINT-T  OCK 
PISTOL. 


THE  REVOLUTION  169 

Americans  were  eager  to  make  settlements  west  of  the 
Alleghanies,  but  before  they  could  occupy  the  land  they 
had  to  conquer  the  Indians.  Daniel  Boone,  George  Rogers 
Clark,  John  Sevier,  and  James  Robertson  were  prominent 
leaders  in  this  western  movement  for  conquest.  The  strug 
gle  east  of  the  Alleghanies  was  for  independence  in  terri 
tory  already  acquired;  the  struggle  west  of  the  Alleghanies 
was  .for  the  conquest  of  new  territory. 

157.  George    Rogers    Clark    Marches    Against    the 
British  Posts  North  of  the  Ohio. — When  the  war  began 
the  British  had  possession  of  all  the  territory  north  of  the 
Ohio  between  the  Mississippi  and  the  Alleghanies.    Colonel 
Hamilton,  the  English  governor  of  that  re- 

'       ,  P.  ..      .          .  .  Hamilton's  plans. 

gion,  wished   to  drive  out  all  the  American 
settlers.     He    encouraged    the   Indians   to  roam    over   the 
country,  burning,  murdering,  and  scalping  without  mercy. 
Colonel  George  Rogers  Clark,  a  backwoodsman  of  Ken 
tucky,  which  was  then  a  part  of  Virginia,  decided  to  put  a 
check  upon  Hamilton's  plans.     Clark  got  together  a  small 
body  of  volunteers,  who  numbered  less  than  two  hundred, 
and  with  these  he  boldly  set  out  to  capture  the  British  posts 
north  of  the  Ohio.     In  May,  1778,  Clark's  men 
made   rude  flat   boats   and  rafts  and   floated 
down  the  Ohio  to  a  point  south  of  the  Tennessee  River. 
Here  they  met  a  party  of  hunters  who  consented  to  act  as 
guides  overland  to  Kaskaskia  in  the  southwestern  part  of 
Illinois.     Having  surprised  and  captured  this  post,  Clark 
sent  a  small  force  to  seize  Cahokia  (Illinois),  from  thirty  to 
forty  miles  northwest  of  Kaskaskia.     This  expedition  was 
successful,  and  a  message  was  received  about  the  same  time 
that  Vincennes  had  taken  the  oath  of  allegiance  to  America 
and  that  the  American  flag  floated  over  the  fort  there. 

158.  Clark  Secures  Control  of  the  Northwest.— Hear 
ing  of  Clark's  success,  Hamilton,  who  was  at  Detroit,  at 
once   prepared    to    march    against   him.      As  Hamilton  marches 
soon  as  possible  the  expedition  started  from  a«ainst  ciark. 
Detroit  toward  Vincennes.    In  four  or  five  weeks  Hamilton 
captured  Vincennes  and  threatened  to  advance  upon  Clark. 


170 


HISTORY  OF  THE   UNITED   STATES 


When  the  news  reached  the  Illinois  towns  there  was  great 
alarm.  Clark's  situation  was  now  critical.  With  scarcely 
more  than  one  hundred  men  he  was  too  far  away  to  secure 
reinforcements  from  Virginia.  Hamilton  had  five  hundred 
men,  including  Indians,  and  could  easily  get  reinforcements 
from  his  red  friends. 

In  the   midst  of   the  excitement  Clark   got  news  that 
Hamilton  had  postponed  further  operations  for  the  winter, 

and  was  holding  Vincennes 
with  only  eighty  men  in  the 

Clark's  expedition  garrison.  Al 
to  Vincennes.  though  it  was 
midwinter,  Clark  promptly 
decided  to  march  across  the 
country  and  attack  Hamil 
ton  at  Vincennes,  two  hun- 
dred  and  forty  miles  away. 
He  started  from  Kaskaskia 
(February  7,  1779).  It  was 
a  fearful  march  of  sixteen 
days,  five  of  them  spent  in 
wading  over  the  drowned 
lands  of  the  Wabash. 

The  water  was  often 
three  or  four  feet  deep 
and  sometimes  reached  the 
men's  chins.  The  weather 

was  bitterly  cold.  During  the  last  six  days  of  the  march 
the  men,  drenched  and  half-frozen,  had  no  regular  meals, 
ciark's  heroic  and  were  wholly  without  food  for  two  days. 
work-  But  Clark  pressed  steadily  forward.  On 

reaching  Vincennes  he  attacked  the  fort  with  such  vigor 
that  he  forced  Hamilton  to  surrender  (February  24,  1779). 
He  had  done  a  heroic  piece  of  work.  In  capturing  Vin 
cennes  Clark  and  his  brave  backwoodsmen  finished  the 
conquest  of  the  territory  in  the  Northwest  and  opened 
all  this  vast  region  to  American  settlers.  The  importance 
of  this  conquest  will  be  appreciated  when  we  see  its  ef- 


CLARK    ON   THE   WAY   TO    KASKASKIA. 


172 


HISTORY  OF  THE  UNITED   STATES 


fects  upon   the  treaty  of  peace  at  the  close  of  the  Rev« 
olution. 

159.  The  American  Navy. — Up  to  this  time  all  the  fight- 
ing,  so  far  as  we  have  seen,  had  been  on  land,  but  there  was 
serious  trouble  on  the  sea  also.     When  the  war  began  the 
Americans   were  without  war  vessels,  because   up  to  this 
time  they  had  been  under  the  protection  of  England.     Be 
fore  the  close  of  1775,  however,   Congress  had  ordered  a 

small  navy  of  thirteen  vessels  to  be 
built,  nearly  all  of  which  were  cap 
tured  during  the  war  or  burned  to 
avoid  capture.  As  a  consequence 
we  were  much  crippled  for  means 
of  transporting  troops  by  water. 
After  recognizing  our  independence 
France  aids  us  0778),  France  made 
with  her  fleets.  several  attempts  to  aid 
us  with  her  strong  fleets,  but  owing 
to  the  supremacy  of  the  English 
navy  these  efforts  were  of  little  ser 
vice  before  the  siege  of  Yorktown. 
Indirectly,  however,  they  were  of 
great  assistance,  because  they  kept 
England  busy  on  various  parts  of 
the  sea  and  in  this  way  withdrew 
her  strength  from  America. 

160.  American  Privateering. — While  England  had  little 
to  fear  from  our  navy,  she  suffered  much  from  American 
privateers.     Even    as    early   as    1776   they   captured    three 
hundred   and   fifty  English  vessels,  a  few  of  which   were 
loaded  with  powder  and  supplies  for  the  British  army.     So 
much  damage  did  they  inflict  upon  England's  commerce 
that  her  ship-owTners  and  merchants  became  bitter  in  their 
opposition  to  the  war.    Governor  Hutchinson  of  Massachu 
setts  said  there  were  70,000*  New  England  sailors  at  one 
time  on  privateers.     The  estimate  was  too  high,  but  with- 

1  There  were  two  reasons  why  it  was  easier  to  get  men  to  engage  in  privateering 
than  to  enlist  in  the  army  :   (i)  Most  of  the  men  on  these  privateers  were  fishermen 


JOHN    PAUL  JONES. 


THE  REVOLUTION 


173 


Out  doubt  many  more  than  this  'number  of  Americans  en 
gaged  in  privateering  during  the  war. 

161.  Paul  Jones  and  the  American  Navy. — John  Paul 
Jones,  the  naval  hero  of  the  Revolution,  was  a  Scotchman 
by  birth.  At  an  early  age  he  emigrated  to  America,  and  had 
been  engaged  in  commerce  many  years  before  the  outbreak 
of  the  war.  Being  placed  by  Congress  in  command  of  a 
small  ship,  he  cap 
tured  many  vessels 
in  the  English  Chan 
nel  and  thoroughly 
frightened  the 
people  as  he  sailed 
along  the  coasts  of 
England  and  Scot 
land  threatening  the 
towns.  At  length, 
through  the  help  of 
Franklin  and  the 
French  king,  he  was 
placed  in  command 

of  a  small  squadron.    His  flag-ship  was  called  the  Bonhomme 
Richard.     Sailing  along  the  eastern   coast  of  England  he 
saw  several  English  merchantmen  convoyed  by  two  men- 
of-war.    At  seven  o'clock  in  the  evening  (Sep-  Desperate  fight 
tember  23,  1779),  his  ship  attacked  the  larger  I*,e^^"^e 
of  the  two,  the   Serapis.     A   desperate  fight  Richard  ••  and  the 
followed.     During   the   action   the   firing  on  "  SeraPi8-" 
the  Richard  slacked.     The  English  commander  shouted  to 
Jones,  "Have   you    struck?"     Jones   promptly   answered, 
"  I  have  not  begun  to  fight."     The  two  vessels  coming  in 
touch,  he  lashed  them  together  with  his  own  hands  and  for 
two  hours  longer  continued  the  deadly  struggle.     At  last 
some  of  Jones's  men,  from  the  main-yard  of  the  Richard, 
dropped  hand-grenades  among  the  English  sailors.     One  of 

and  sailors  who,  as  we  have  already  found,  were  thrown  out  of  employment  by 
English  cruisers  ;  (2)  privateering  was  far  more  profitable  than  service  in  an  ill 
paid  army. 


THE   BONHOMME  RICHARD  AND   THE   SERAPIS 


174  HISTORY  OF  THE  UNITED   STATES 

these  caused  an  explosion  of  a  powder  chest.  This  de 
moralized  the  English  crew,  and  their  commander  struck 
his  colors.  Jones  had  lost  in  killed  and  wounded  one  hun 
dred  and  sixteen  men,  and  the  RicJiard  was  sinking.  It  was 
a  tremendous  struggle  and  a  great  victory,  and  it  caused 
the  name  of  John  Paul  Jones  to  be  spoken  of  with  gratitude 
throughout  America. 

TO  THE    PUPIL 

1.  In  what  part  of  the  country  was  most  of  the  fighting  in  1775?    In  1776 

and  1777  ?     Review  the  leading  events  of  these  three  years. 

2.  Why  was  there  little  fighting  in  1778  and  1779  ?    Notice  with  care  the 

weakness  of  the  Continental  Congress  and  the  disastrous  effects  of 
the  Continental  currency. 

3.  How  did  the  English  make  use  of  the  Indians?    Give  reasons  for  the 

importance  of  the  struggle  between  the  backwoodsmen  and  the  Ind 
ians  in  the  region  west  of  the  Alleghanies. 

4.  What  was  the  purpose  of  George  Rogers  Clark's  expedition  ?    Trace 

it  on  the  map.     What  did  Clark  accomplish  in  the  Northwest? 

5.  Imagine  as  vividly  as  you  can  his  heroic  expedition  against  Vincennes 

and  write  an  account  of  it. 

6.  Why  were  the  Americans  without  war  vessels  at  the  beginning  of  the 

war?     How  were  they  crippled  for  lack  of  a  suitable  navy  during  the 
Revolution  ?     In  what  way  did  France  aid  them  with  her  fleets  ? 

7.  Who  was  Paul  Jones  ?    What  service  did  he  render  the  Americans  ? 

8.  Read  Roosevelt's  Winning  of  the  West  for  a  good  account  of  what 

the  Westerners  did  during  the  Revolution. 


WAR  IN  THE  SOUTH  AND  THE  SURRENDER  OF  CORNWAL- 
LIS  (1780-1781) 

162.  Reasons  Why  the  British  Tried  to  Conquer  the 
South. — After  failing  in  New  England  and  the  Middle 
States,  the  British  directed  their  energies  to  the  South. 
Their  plan  was  to  conquer  Georgia  and  then  get  control  of 
the  Carolinas  and  Virginia.  They  knew  that  Georgia,  be 
ing  weak,  could  not  offer  much  resistance,  and  that  the 
Tories,  who  were  numerous  in  the  Carolinas,  would  join 
them.  Moreover,  should  England  fail  in  overthrowing 
American  independence,  the  control  of  the  South  would 


THE  REVOLUTION  175 

help  her,  at  the  close  of  the  war,  in  confining  the  Ameri 
cans  within  a  smaller  territory  than  would  be  otherwise 
possible. 

163.  First  Successes  of  the  British. — As  we  have  seen, 
there  was  little  fighting  anywhere  in  America  in  1778  and 
1779.  The  British  had  captured  Savannah  in  1778,  but  it 
was  not  until  the  spring  of  1780  that  they  began  the  serious 
work  of  conquering  the  South.  General  Lincoln  was  in 
command  of  the  American  army  in  the  South  and  was 
stationed  at  Charleston.  Clinton,  coming  down  from  New 
York  with  a  large  force,  succeeded  in  penning  Lincoln  surren. 
him  in  this  place  and  forcing  his  surrender  ders  to  cnnton  at 
(May  12),  with  about  3,000  Continental  troops.  Charleston- 
Well  satisfied  with  this  beginning,  Clinton  returned  to  New 
York  and  left  Cornwallis  in  command  of  the  British  forces 
in  the  South. 

After  Lincoln's  surrender  at  Charleston,  Congress  sent 
General  Gates  down  to  take  command  of  the  American 
troops.  Gates,  whose  head  had  been  turned  by  his  capture 
of  Burgoyne  at  Saratoga,  went  South  confident  of  success. 
He  reached  the  army  on  July  19  and  at  once  planned  to 
make  an  advance  upon  Camden.  This  was  Defeat  of  Gates  at 
the  most  important  place  in  South  Carolina,  Camden. 
because  all  the  principal  roads,  leading  from  the  North 
and  from  the  coast,  centred  here.  He  was  met  by  Corn 
wallis  (August  16)  and  badly  defeated.  This  was  the  sec 
ond  American  army  destroyed  in  the  South  within  three 
months. 

Gates  rode  off  the  battle-field  in  such  confusion  of  mind 
that  he  did   not  stop  until  he  was  more  than  -sixty  miles 
from  Camden.     In  utter  disgrace  he  retired 
from  the  army,  to  be  heard  of  no  more  during 
the  war.     As  Gates  was  leaving  his  Virginia  plantation  to 
take  command  of  the  army  in  South  Carolina,  his  friend 
Charles   Lee    had   said   to   him,     "  Take   care   that     your 
Northern  laurels  do  not  change  to  Southern  willows."    But 
Gates  was  bound  to  fail.     He  was  too  self-satisfied  to  listen 
to  any  advice,  even  that  of  his  officers. 


1 76  HISTORY  OF  THE  UNITED   STATES 

164.  Battle  of  King's  Mountain. — Cornwallis  now  ad 
vanced  into  North  Carolina.     At  the  same  time   he  sent 
1,200  men,  mostly  American  Tories  under  the  dashing  Fer 
guson,  to  enlist  Tories  in  the  mountainous  regions  of  South 
Carolina.     Hearing  of  this  movement,  a  body  of  American 
backwoodsmen  hastily  gathered  and  attacked  Ferguson  at 
King's  Mountain  (October  7)  before  he  could  receive  rein 
forcements.     His  position  was  a  strong  one,  but  the  back 
woodsmen  assailed  him  with  great  fury  on  three  sides  at 
once  and   killed   or   captured  his  entire  force.      Ferguson 
himself  was  killed. 

This  brilliant  victory  so  severely  crippled  Cornwallis  that 
it  has  sometimes  been  called  the  Bennington  of  the  South. 
Cornwallis  was  compelled  to  return  to  South  Carolina  in 
order  to  maintain  control  of  the  territory  in  that  State. 

165.  Partisan  Warfare  in  the  South. — Before  returning 
to  New  York  after  the  capture  of  Charleston,  Clinton  sent 
Clinton's  unwise    small  forces  into  the  interior  of  South  Caro- 
prociamation.         \{n^  ancj  jn  a  proclamation  offered  'pardon  to 
all  who  would  return  to  allegiance  to  England.     1  hose  who 
would  not  actively  aid  in  restoring  the  royal  government 
were  to   be   treated    as    rebels  and  traitors.     This   unwise 
proclamation  compelled  all  citizens  to  range  themselves  on 
one  side  or  the  other. 

A  bitter,  bloody,  and  cruel  partisan  warfare  resulted. 
Neighbor  fought  against  neighbor,  sometimes  brother 
against  brother,  in  this  semi-civil  war.  The  most  noted  par- 
tisan  leaders  on  the  American  side  were  Marion,  Sumter, 
Pickens,  and  Lee.  Marion's  men  were  without  uniforms, 
•  without  tents,  and  without  pay.  They  lived 

The  Swamp  Fox.       .  •/  i  • 

in  the  swamps,  and  were  so  swift  and  cunning 
in  their  attacks  that  their  leader  was  known  as  the  Swamp 
Fox.  With  a  very  small  force,  often  less  than  fifty  men,  he 
annoyed  beyond  measure  the  British  by  rescuing  prisoners 
and  capturing  supply-trains,  foraging  parties,  and  outposts. 
When  the  American  cause  looked  most  gloomy  in  the 
South,  these  brave  men,  aided  by  noble  women,  kept  hope 
alive  in  patriot  hearts. 


THE  REVOLUTION 


177 


166.  Arnold  in  Philadelphia.— Before  we  follow  Greene 
and   Cornwallis  in  their  final  struggle  for  control  in   the 
South,  let  us  turn  to  an  alarming  event  on  the   banks  of 
the  Hudson.     This  was  Arnold's  treason,  which  offered  the 
British  an  opportunity  to  make  a  third  attempt  to  get  con 
trol  of  the  Hudson.     After    | j ^ 

the  British  left  Philadelphia 

(1778)  Arnold,  who  had  not 
fully  recovered  from  his 
wounds  received  at  Sara 
toga,  was  placed  in  com 
mand  there.  He  was  pop 
ular  in  social  circles,  which 
included  many  Tories,  and 
became  engaged  to  a  Tory's 
daughter.  Extravagant  liv 
ing  followed,  and  Arnold 
was  soon  heavily  in  debt. 

The  State  government 
accusing  him  of  dishonesty, 
Congress  ordered  his  trial 

by  COUrt-mar-  Arnold  tried  by 
tial.  By  its  court-martial. 

verdict  he  was  found  guilty 
of  indiscretions  and  mildly 
sentenced  to  receive  a  rep 
rimand  from  the  command- 
er-in-chief.  As  Arnold  had 
served  his  country  with  dis 
tinguished  bravery,  Wash 
ington  held  him  in  high 
esteem  and  therefore  gave  the  reproof  as  gently  as  possible. 
But  Arnold  was  indignant.  He  felt  that  he  had  been  un 
justly  treated,  and  he  secretly  planned  revenge. 

167.  Arnold    Becomes    a    Traitor. — Arnold    pretended 
that  on  account  of  his  wound  he  was  not  able  to  engage  in 
active  service,  and  requested  that  he  might  be  placed  in 
command  of  the  important  position  of  West  Point.     Wash- 


i78 


HISTORY  OF  THE   UNITED   STATES 


ington,  suspecting  nothing,  granted  Arnold's  request.  The 
latter,  no  doubt,  thought  the  American  cause  was  hopeless. 
At  any  rate  he  was  as  eager  for  money  as  he  was  for  re 
venge  and  soon  opened  a  treasonable  correspondence  with 
General  Clinton,  commanding  the  British  troops  in  New 
York.  The  scheme  was  that  Arnold  should  so  dispose  of 
his  forces  at  West  Point  that  this  strong  fort  might  easily 
fall  into  the  British  hands  at  a  time  agreed  upon  for  an 
attack. 

168.  Arnold  Fails,  and  Andr6  is   Hanged  as  a  Spy. — 
For   weeks  the    correspondence  between  Arnold  and  the 


THE   ESCAPE   OF   BENEDICT   ARNOLD. 


British  commander  was  carried  on.  Arnold  looked  for 
ward  to  a  successful  execution  of  his  plot;  but  a  few  details 
were  yet  to  be  agreed  upon.  So,  in  September  (1780), 
Major  Andre  was  sent  by  Clinton  up  the  Hudson  to  make 
final  arrangements  with  Arnold. 

Andre  sailed  up  the  river  in  the  ship  Vulture  and  met 
Arnold  on  shore  near  Stony  Point.  An  all-night  interview 
followed,  and  morning  found  the  transaction  still  unfin- 
The  aii-night  ished.  Before  Andre  could  return  to  the  Vult- 
interview.  ure  ft  was  fired  upon  and  withdrew  down  the 

river.  Andre"  then  attempted  to  make  his  way  to  the  Brit 
ish  lines  by  land.  In  disguise,  therefore,  and  with  Arnold's 


THE  REVOLUTION  1 79 

plans  ot  the  fort  between  his  stockings  and  the  soles  of  his 
feet,  the  next  morning  he  was  galloping  rapidly  down  the 
east  side  of  the  Hudson  on  his  way  to  New  York.  His 
safe  arrival  would  secure  him  honor  and  fame. 

Little  did  he  know  what  fate  awaited  him.  As  he 
reached  Tarrytown  he  was  stopped  by  three  militiamen 
lying  in  wait  for  any  suspicious  persons  who  might  ap 
pear.  They  searched  him  and,  finding  the  tell-tale  papers, 
retained  him  as  a  prisoner.  Arnold  got  the  ,, 

r  .  \       -i     f       Andre  s  capture. 

news  of  the  capture  in  time  to  escape.    Andre 
was    tried    by  a  fair-minded   court-martial   and    was   con 
demned  to  be  hanged  as  a  spy. 

Arnold  received  for  his  treason  a  brigadiership  and 
about  $30,000,  but  he  spent  the  remainder  of  his  life  in  dis 
grace,  justly  despised  by  Americans  and  Englishmen  alike. 
He  had  carefully  kept  in  his  possession  the  Arnold's  disgrace 
old  uniform  in  which  he  made  his  escape  from  and  death. 
West  Point.  Just  before  his  death  he  called  for  this  and 
put  it  on  once  more.  "  Let  me  die,"  said  he,  "  in  this  old 
uniform  in  which  I  fought  my  battles.  May  God  forgive 
me  for  ever  putting  on  any  other." 

169.  Greene  and  Cornwallis. — In  the  meantime  the 
struggle  between  Greene  and  Cornwallis  in  the  South  was 
going  on.  When  Gates  retired  from  the  command  of  the 
armies  of  the  South,  General  Greene  was  appointed  by  Con 
gress  to  succeed  him.  On  reaching  the  Carotinas  (Decem 
ber  2,  1780)  Greene  had  many  difficulties  to  Greene's 
face.  The  British,  now  in  control  of  Georgia  difficulties. 
and  South  Carolina,  were  about  to  overrun  North  Carolina 
also.  Their  army  was  in  good  condition  and  was  led  by 
such  able  officers  as  Cornwallis,  Tarleton,  and  Rawdon. 
Greene's  small  forces  were  poorly  armed,  without  pay  and 
clothing,  and  sometimes  even  without  food.  The  troops 
were  broken  in  spirit  and  discouraged,  but  Greene  soon 
inspired  the  confidence  of  officers  and  soldiers. 

He  sent  the  brave  General  Morgan  against  Tarleton. 
They  met  at  Cowpens  (January  17,  1781),  where  Morgan, 
with  only  nine  hundred  men,  routed  the  British  force  of 


l8o  HISTORY  OF  THE   UNITED   STATES 

1, 100  picked  men.  The  British  loss  was  two  hundred  and 
thirty  killed  and  wounded  and  six  hundred  prisoners.  This 
Morgan's  brilliant  brilliant  victory  destroyed  nearly  one-third  of 
victory  at  cow-  Cornwallis's  army  and,  like  the  victory  at 
King's  Mountain,  seriously  interfered  with 
his  plans.  At  King's  Mountain  Cornwallis  lost  his  best 
corps  of  scouts ;  at  Cowpens  he  lost  his  light  infantry. 
Both  would  have  been  of  untold  benefit  to  him  when  chas 
ing  Greene  into  Virginia  immedi 
ately  after  this  battle. 

170.  Greene's  Retreat  into  Vir 
ginia. — After  his  victory  at  Cow- 
pens  Morgan  joined  Greene.  Corn 
wallis  then  chased  them  for  two 
hundred  miles  northward  across  the 
Carolinas.  In  this  famous  retreat 
the  Americans  forded  three  rivers 
whose  waters,  swollen  by  rain 
storms  soon  after  the  Americans 
had  crossed,  checked  the  British  in 
their  pursuit.  Greene  crossed  the 
last  of  these,  the  Dan,  just  in  time 
to  escape  the  British,  who  were 

NATHANIEL    GREENE.  .  .  .  .    . 

pressing     closely    upon     his     rear. 

Knowing  that  Greene   would    be  reinforced    in  Virginia, 
Cornwallis  dared  not  follow. 

On  receiving  reinforcements  Greene  returned  and  fought 
his  enemy  at  Guilford  Court  House,  North  Carolina  (March 
15,  1781).  Here  he  was  defeated,  but  withdrew  his  forces 
Battle  of  Guilford  in  good  order.  This  battle  was  fatal  to  the 
court  House.  plans  of  Cornwallis,  for  it  so  severely  crip 
pled  his  army — which  lost  about  one-fourth  of  its  whole 
number — that  he  would  not  follow  Greene  in  his  retreat. 
The  remainder  of  the  British  army  were  tired  out  and 
Cornwall^  retires  almost  famished.  With  his  men  in  this  condi- 
to Wilmington.  tion  Cornwallis  could  not  return  to  Charles 
ton,  his  base  of  supplies,  but  decided  to  go  to  Wilming 
ton,  where  communication  with  the  English  fleet  would 


THE  REVOLUTION  l8l 

be  easy.  Greene's  Fabian  policy  had  been  very  successful. 
He  had  worn  out  the  enemy  and  forced  him  to  seek  the 
coast  for  supplies. 

Greene  at  once  greatly  disturbed  Cornwallis's  peace  of 
mind  by  marching-  back  to  South  Carolina.  Again  and 
again  Greene  was  defeated,  but  he  skilfully  handled  his 
troops  and  inflicted  severe  losses  upon  the  Greene's  skin  as 
enemy.  Before  the  close  of  1781  the  British  a  general. 
held,  in  the  States  south  of  Virginia,  only  the  two  seaports 
of  Charleston  and  Savannah.  Greene  was  bold,  cautious, 
active,  and  persevering.  He  had  outgeneraled  Cornwallis, 
the  ablest  English  commander,  and  shown  himself  second 
only  to  Washington  in  military  genius. 

171.  Cornwallis   Goes  to  Virginia. — Cornwallis,  disap 
pointed  in  the  South,  and  regarding  Virginia  as  the  great 
storehouse  of  the  Southern  armies,  now    marched  north 
ward  to  get  control  of  that  State.     Here  he  found  a  con- 
siderable  force  of  British  sent  there  to  keep  the  inhabitants 
from  aiding  the  more  southern  States.     Arnold  had  set  fire 
to  Richmond  and  had  destroyed  much  property  in  other 
parts  of  Virginia.    La  Fayette  was  there  with     Cornv,,allls  trles 
a  body  of  troops  to  look  after  the  interests  of     to  entrap 

the    Americans.      When    Cornwallis   reached      La  Fayette- 
Virginia  he  tried  to  entrap  La  Fayette,  but  the  wily  young 
Frenchman  was  not  to  be  caught. 

Cornwallis  then  withdrew  to  Yorktown,  where  he  could 
easily  communicate  with  the  English  fleet.  Clinton  had 
ordered  him  to  be  in  readiness  to  send  reinforcements 
to  New  York  in  case  the  expected  French  fleet  should 
co-operate  with  Washington  in  trying  to  capture  that 
place. 

172.  Cornwallis,  Entrapped  at  Yorktown,  Surrenders. 
— Up  to  this  time  the  French  army  had  not  been  of  any 
real   service   to  the  American  cause,  nor  had  the  French 
fleet  given  much  direct  aid.     Now,  however,        Direct  aid  from 
both  their  land  forces  and  their  fleet  were  to        the  French, 
help  Washington  in  carrying  out  a  bold  plan.     The  latter, 
whose  army  was  lying  on  the  Hudson,  had  been  joined  the 


182 


HISTORY   OF  THE   UNITED   STATES 


NELSON    HOUSE,    YORKTOWN,    VA. 
Which  was  occupied  as  headquarters  by  General  Cornwallis^ 

year  before  Cornwallis  went  to  Yorktown  by  6,000  fresh 
troops  from  France  in  command  of  Rochambeau.  Clinton, 
who  was  at  the  head  of  the  English  forces  in  New  York, 
hearing-  that  a  powerful  French  fleet  was  on  its  way  with 
more  land  forces  to  America,  feared  that  on  its  arrival  there 
would  be  a  combined  attack  by  land  and  sea. 

This  had  been  the  original  plan,  but  when  Washington 
learned  that  the  fleet  was  on  its  way  to  the  Chesapeake  he 
withdrew  from  New  York  and  began  the  execution  of  a 
brilliant  movement.  Leaving  a  small  force 
on  the  Hudson,  he  marched  the  rest  of  his 
army  four  hundred  miles  to  reinforce  La  Fay- 
ette  in  Virginia  and  co-operate  with  the  fleet  in  capturing 
Cornwallis.  So  secretly  and  skilfully  did  Washington 
make  his  plans  that  he  had  almost  reached  Maryland  be 
fore  Clinton  found  out  what  was  going  on. 

Clinton  at  once  sent  a  fleet  to  drive  the  French  fleet 
away.  He  also  sent  Arnold  to  burn  New  London,  Con. 
necticut,  hoping  thus  to  draw  Washington  back.  But  the 
English  fleet  failed  in  its  attack  on  the  French,  and  Washing. 
ton  was  not  to  be  turned  aside  from  his  purpose.  Rapidly 
marching  to  the  Chesapeake,  he  embarked  his  troops  at 


Washington's 

brilliant 
movement. 


THE  REVOLUTION  183 

Baltimore  and  Elkton,  and  united  with  La  Fayette,  who 
had  already  been  reinforced  by  a  French  land  force  from 
the  fleet.  Cornwallis,  entirely  surrounded,  comwaiiis 

saw  but  one  chance  of  escape.     That  was  by  surrenders 

crossing  the  York  River  and  making  a  rapid  retreat  north 
ward.  A  violent  storm  upset  his  plans. 

As  his  army  of  8,000  was  matched  against  an  army  of 
16,000,  to  say  nothing  of  the  fleet,  a  successful  resistance 
was  hopeless.  Therefore,  after  a  siege  of  about  three  weeks 
he  surrendered  his  army  (October  19,  1781). 

173.  The  End  of  the  War  and  the  Treaty  of  Peace 
(1783).— The  Americans  everywhere  rejoiced.  Congress, 
adjourning  in  a  body,  attended  church  to  offer  thanksgiving 
for  the  great  victory.  It  was  plain  to  Americans  and  Eng 
lishmen  that  Cornwallis's  surrender  must  end  the  war. 
Peace  commissioners  from  both  countries  were  therefore 
appointed  to  agree  upon  a  treaty  of  peace. 

The  French  Government  tried  hard  to  confine  the  Amer 
icans  to  the  region  east  of  the  Alleghanies.  But  the  work 
of  George  Rogers  Clark  and  other  Westerners  who  had 
bravely  conquered  and  settled  the  vast  regions  George  Rogers 
north  and  south  of  the  Ohio,  aided  our  com-  ciark  and  the 
missioners  in  securing  for  American  indepen 
dence  the  territory  lying  between  the  Alleghanies  and  the 
Mississippi,  and  between  the  Great  Lakes  and  Florida. 
Florida  was  ceded  back  to  Spain. 

George  the  Third's  plan  of  personal  government  in 
America  had  failed.  The  Revolution  secured  independence 
in  America;  it  overthrew  the  personal  rule  George  the  Thlrd 
of  George  the  Third  in  England.  In  1784  fails  to  carry  out 
young  William  Pitt  had  become  the  real  head  hls  plans< 
of  the  English  Government,  and  Parliamentary  reform  was 
only  a  question  of  time. 


184  HISTORY   OF   THE   UNITED   STATES 


TO  THE   PUPIL 

1.  Review  the  attempt  on  the  part  of  the  British,  first,  to  subdue  Massa 

chusetts  in  1775,  and  second,  to  get  control  of  the  Hudson  River  and 
the  Middle  States  in  1776  and  1777.  You  will  remember  that  there 
was  but  little  fighting  in  1778  and  1779. 

2.  Why  did  the  British  in  1780  turn  their  attention  to  conquering  the 

South  ?    Take  note  of  their  first  successes  there. 

3.  Explain  why  the  Battle  of  King's  Mountain  was  important. 

4.  What  was  the  character  of  partisan  warfare  in  the  South  ?     Look  up 

facts  about  the  Swamp  Fox  and  his  men.  Subject  for  essay  :  Parti 
san  warfare  in  the  South. 

5.  What  were  the  results    of  Arnold's  trial  by  court-martial  ?    What 

reason  did  he  assign  for  requesting  that  he  might  be  placed  in  com 
mand  of  the  troops  at  West  Point  ? 

6.  How  was  his  treasonable  scheme  to  be  carried  out  ?    What  part  did 

Andre  take  in  this  scheme  ?  Discuss  Arnold's  disgrace  and  death. 
Subject  for  essay:  Arnold  the  traitor. 

7.  What  were  the  difficulties  of  Greene  when  he  succeeded  Gates  in  the 

South  ?  How  did  Morgan's  brilliant  victory  at  Cowpens  play  havoc 
with  the  plans  of  Cornwallis  ? 

8.  What  was  the  condition  of  the  English  army  after  the  Battle  of  Guil- 

ford  Court  House  ?  What  had  been  Greene's  main  purpose  and  how 
had  he  carried  it  out  ? 

9.  Why  did   Cornwallis  go  to  Yorktown  ?      What  direct  aid  did  the 

Americans  now  receive  from  the  French  fleet  ?  Before  its  arrival 
•what  plans  of  attack  upon  the  British  had  Washington  made? 
What  changes  did  he  make  in 'his  plans  after  the  arrival  of  the  fleet  ? 

10.  Outline  the  events  leading  to  the  surrender  of  Cornwallis.     What 

were  its  results  ? 

11.  Study  carefully  these  topics:   George  Rogers  Clark  and  the  West; 

George  the  Third  fails  to  carry  out  his  plans. 

12.  Subject  for  debate  :  Resolved,  that  Greene  was  a  better  general  than 

Cornwallis.  Subject  for  debate  :  Resolved,  that  the  capture  of  Bur- 
goyne  was  a  greater  achievement  than  the  capture  of  Cornwallis. 

13.  Read   Simms's    Partisan   and   the   chapter   on   Arnold's   treason   in 

Coffin's  Boys  of  '76.     Memorize  Bryant's  Song  of  Marion's  Men. 


CHAPTER  XIV 

THE  BREAKDOWN  OF  THE  CONFEDERATION  AND  THE  FOR- 
MATION  OF  THE  CONSTITUTION  (1781-1789) 

REFERENCES:  Scribner's  Popular  History  of  the  United  States,  IV. ;  Fiske's 
Critical  Period  of  American  History;  Fiske's  War  of  Independence;  Channing's 
United  States ;  Hart's  Formation  of  the  Union ;  Fiske's  Civil  Government. 

OUTSIDE  READINGS:  Frothingham's  Rise  of  the  Republic;  Male's  Story 
of  Massachusetts ;  Johnston's  American  Politics ;  Hinsdale's  Old  Northwest ; 
Lossing's  Field  Book  of  the  Revolution  ;  Roosevelt's  Winning  of  the  West,  III. ; 
Wilson's  A  History  of  the  American  People,  III. 

174.  Congress  During  the  Revolution.— -When  the  col 
onies  threw  off  the  yoke  of  Great  Britain  it  was  necessary 
that  they  should  have  some  central  authority  to  guide  them 
in  establishing  their  independence.     To  meet  this  need  they 
formed  the  Continental  Congress,  which  assumed  many  of 
the  duties  of  such  a  government.      But  Congress,  as  we 
have  seen,  labored  with  great  difficulties  because  it  had  no 
power  to  compel  obedience.     Early  in  the  Revolution  the 
people  had  formed   State  governments.      They  felt  more 
closely  in  touch  with  these  and  were  extremely  jealous  of 
any  authority  interfering  with  local  control.     This  feeling 
found  marked  expression  in  the  Articles  of  Confederation — 
a  plan  of  government  outlined  by  a  committee  which  Con 
gress  appointed  in  June,  1776. 

175.  Weakness  of  Congress  Under  the  Confederation. 
— Under  the  Articles  of  Confederation,  which  did  not  go 
into  effect  until  1781  (see  par.  180),  Congress  had  but  little 
power.     It  could  declare  war,  but  it  could  not  raise  or  sup 
port  an  army.     It  could  find  out  the  amount  of  revenue 
needed  for  the  expenses  of  carrying  on  the  government, 
but  it  could  not  raise  a  dollar  by  taxation.     In  our  own 

185 


i86 


HISTORY  OF  THE  UNITED   STATES 


time  the  tariff  supplies  a  large  part  of  the  government 
revenue,  but  as  Congress  could  not  at  that  time  regulate 
commerce,  it  could  not  levy  any  duties  on  imported  goods. 
Commerce  with  foreign  countries  and  between  the 
States  was  under  the  control  of  the  States.  Congress  could 
do  nothing  but  request  the  States  to  pay  certain  sums  of 
money  needed  by  the  central  government,  and  the  States 

«p«jijim mil i-.-j.ua i  could,  and  usually  did,  re 

fuse  to  notice  such  requests. 

The  States  control  In  f  a  C  t  ,  the 
commerce.  mail!  business 

of  Congress  was  to  recom 
mend  and  advise.  It  could 
not  compel  a  State,  or  a 
citizen  of  a  State,  to  do 
anything. 

176.  England  and  Amer 
ican  Commerce.— A  gov 
ernment  so  weak  at  home 
could  not  command  respect 
abroad.  Soon  after  the 
Revolution,  Parliament  be 
gan  to  enforce  the  restric 
tions  upon  American  trade 
which  had  threatened  to 
ruin  the  colonial  commerce. 
Of  course  these  acts  of 
Parliament  embittered  the 
Americans  against  England,  and  they  sought  in  vain  for 
some  way  of  retaliating.  Thirteen  independent  States 
could  not,  or  would  not,  agree  upon  a  united  plan  of  action, 
and  as  Congress  could  not  regulate  commerce  nothing  was 
done. 

177.  Commercial  War  Between  the  States.— Each 
State,  managing  its  own  commerce,  tried  to  gain  advantages 
over  the  other  States  in  its  trade  relations.  In  order  to  in 
crease  its  foreign  trade,  a  State  would  sometimes  make  its 
duties  on  imported  goods  lower  than  those  of  a  neighboring 


THREE    SHILLING    MASSACHUSETTS   BILL 
OF    J74I. 


THE   FORMATION   OF  THE   CONSTITUTION  187 

State.  Duties  were  levied  on  goods  carried  from  one  State 
into  another.  For  example,  New  York  laid  a  duty  on  chick 
ens,  vegetables,  and  dairy  products  from  New  Jersey,  and 
on  firewood  from  Connecticut.  New  Jersey  retaliated  by 
laying  a  tax  of  $1,800  a  year  upon  a  lighthouse  which  New 
York  had  erected  on  the  New  Jersey  shore,  and  the  mer 
chants  in  Connecticut  began  to  hold  meetings  for  the  pur 
pose  of  stopping  all  trade  with  New  York. 

All  such  bickerings  over  inter-State  trade  made  the 
States  more  jealous  and  unfriendly  toward  one  another. 
And  it  is  worthy  of  notice  that  all  this  increase  Con  resswithout 
of  selfishness,  the  continuation  of  which  could  power  to  regulate 
only  result  in  civil  war  and  the  political  ruin  con 
of  the  Confederation,  was  brought  about  by  the  inability  of 
Congress  to  regulate  commerce.  But  there  were  other 
commercial  difficulties  of  a  serious  nature. 

178.  Financial  Difficulties  of  the  Confederation. — After 
the  Revolution  our  imports,  which  had  to  be  paid  for  in 
specie,  were  so  much  more  than  our  exports  that  the  coun 
try  was  soon  drained  of  nearly  all  its  gold  and  silver.     Con 
gress  was  in  great  need  of  money,  and  there  was  financial 
distress  throughout  the  country. 

179.  Shays's   Rebellion. — Business   depression   steadily 
continued  to  grow  worse.    People  were  in  debt,  their  taxes 
were  heavy,  and  they  could  not  get  money  for  what  they 
had  to  sell.     The  consequence  was  that  nearly  all  the  States 
began  to  issue  paper  promises,  which  they  called  money. 
Distress  was  especially  great  among  the  farmers  in  western 
Massachusetts.     Their  cattle  and  their  farms    Di8tress  of  farm- 
were  sold  by  the  sheriff,  and  they  themselves    ers  in  western 
were    sometimes     thrown     into     prison     for 

debt.  When  their  State  Legislature  refused  to  issue  paper 
promises  in  order  that  they  might  pay  their  debts,  two 
thousand  angry  farmers  in  the  region  about  Springfield 
and  Worcester,  under  the  leadership  of  Daniel  Shays,  sur 
rounded  the  court-houses  in  those  cities  and  put  a  stop  for 
the  time  to  all  lawsuits  against  debtors.  Fora  while  (in  the 
latter  part  of  1786  and  early  part  of  1787)  they  had  things 


1 88  HISTORY  OF  THE   UNITED    STATES 

their  own  way.  They  not  only  burned  barns  and  carried 
off  movable  goods,  but  they  tried  to  seize  the  arsenal  at 
Springfield  for  the  purpose  of  securing  muskets  and  cannon. 
After  about  seven  months  the  rebellion  was  put  down  by 
the  State  militia. 

180.  Conflicting  Claims  to  the  Northwest  Territory. — 
Thus  we  see  that,  by  reason  of  the  inability  of  Congress  to 
regulate  commerce  and  to  raise  money  by  taxation,  difficul 
ties  were   growing  day  by  day.     There  was  still  another 
vexing  question.     That  was  the  conflicting  claims   to  the 
territory  between  the  Ohio  and  the  Mississippi,  known  as 
the  Northwest  Territory.     Four  States  claimed  each  a  part 
or  all  of  it.     Massachusetts   and  Connecticut   based    their 
claims  to  the  northern  part  upon  their   chartered   rights. 
New  York  insisted  that  about  all  of  it  belonged  to  her  by 
an  agreement  with  the  Iroquois  Indians.     Virginia  claimed 
the  whole  of  it  not  only  by  chartered  right  but  by  the  con 
quest  of  George  Rogers  Clark  during  the  Revolution. 

Of  course  these  conflicting  claims  led  to  bitter  disputing, 
in  which  Maryland  took  a  leading  part.  She  objected  to  the 
naryiand  objects  ownership  of  the  Northwest  Territory  by  a 
to  these  claims.  part  of  ^g  States.  She  said  that  inasmuch  as 
all  the  States  had  fought  France  and  England  to  secure  this 
territory,  all  ought  to  have  a  share  in  the  ownership  of  it. 
Maryland  therefore  refused  to  agree  to  the  Articles  of 
Confederation  until  it  was  clear  that  these  claims  would  be 
abandoned.  The  four  States  having  yielded  their  claims, 
she  signed  the  articles  in  1781. 

In  taking  this  position  Maryland  was  doing  a  great  ser 
vice  to  the  whole  country.  The  common  possession  of  the 
Results  of  com-  Northwest  Territory  by  the  thirteen  States 
mon  ownership,  helped  to  hold  the  States  together.  They  all 
had  an  equal  interest  in  this  extensive  region,  whose  land 
sales  would  enable  the  Confederation  to  get  money  enough 
to  pay  all  its  debts. 

181.  The  Ordinance  of  1787. — The  outcome  of  the  dis 
pute  concerning  this  common  ownership  was  the  ordinance 
of  1787,  which  was  the  most  important  measure  passed  by 


THE  FORMATION   OF  THE   CONSTITUTION 


189 


tne  Confederation.  This  ordinance  provided  for  the  gov 
ernment  of  the  Northwest  Territory,  and  for  dividing  it 
into  five  States.  Education  was  to  be  encouraged,  and  there 
was  to  be  religious  freedom.  Although  runaway  slaves 
were  to  be  returned  to  their  masters,  slavery  was  to  be 
forever  prohibited.  This  ordinance  was  passed  by  Con- 


CELEBRATING    IN   NEW    YORK   THE   ADOPTION    OF   THE    CONSTITUTION. 

gress   in    1787,  the   year   of   the   formation    of  the  Consti 
tution. 

182.  Events  Leading  to  the  Constitutional  Convention. 
— The  many  commercial  and  financial  difficulties,  ending  in 
Shays's  Rebellion,  showed  that  the  Confeder-  The  confederation 
ation  was  breaking  down.     Shays's  Rebellion  breaking  down, 
in  Massachusetts  might  soon  be  followed  by  similar  upris- 


1 90  HISTORY  OF  THE  UNITED  STATES 

ings  in  other  States.  In  the  face  of  such  dangers  the  Con 
federation  was  almost  powerless.  A  better  form  of  govern 
ment  had  therefore  become  a  necessity,  and  this  the  Con 
stitutional  Convention  devised. 

The  question  of  the  regulation  of  commerce  led  to 
the  calling  of  the  Constitutional  Convention.  Western  settle 
ment  showed  the  need  of  connecting  the  East  and  the  West 
by  a  system  of  canals.  As  the  navigation  of  the  Potomac 
River  was  concerned,  commissioners  from  Maryland  and 
Virginia  met  to  adopt  some  regulations  for  the  use  of  this 
river  by  the  two  States  (1785).  When  the  Virginia  Legislat 
ure  adopted  the  commissioners'  report,  they  also  voted  to 
invite  all  the  States  to  send  delegates  to  a  convention  the 
following  year.  This  convention  was  to  consider  com 
mercial  regulations  for  the  whole  country.  As  delegates 
The  conference  at  from  only  five  States  met  at  this  conference, 
Annapolis.  held  at  Annapolis  in  1786,  it  did  not  seem 

worth  while  to  discuss  the  business  for  which  they  were 
called  together.  But  before  adjourning,  they  recommended 
that  delegates  from  all  the  States  should  meet  to  consider 
the  Articles  of  Confederation  and  make  them  adequate  to 
the  needs  of  the  country. 

All  the  States  except  Rhode  Island  appointed  some  of 
their  ablest  men  as  delegates  to  the  convention,  which  met  in 
Philadelphia  (May  25,  1787)  and  remained  in  secret  session 
almost  four  months.  Washington  was  presiding  officer  of 
The  constitution  this  convention,  which  framed  the  Constitu- 
ratified.  tion !  for  the  New  Federal  Union.  The  adop 

tion  of  the  Constitution  required  its  ratification  by  nine 
States.  When  the  ninth  State  ratified  it  on  June  21,  1788, 

1  Slavery  Compromises  in  the  Constitution.  —In  appointing  representatives  to 
Congress  from  each  State,  some  of  the  Southern  States  wished  all  the  slaves  to  be 
counted.  The  Northern  States  opposed  the  counting  of  any  of  the  slaves.  Finally, 
it  was  agreed  that  in  deciding  the  number  of  representatives  from  any  slave  State 
three-fifths  of  the  slaves  should  be  counted.  The  North,  or  commercial  part  of  the 
country,  wished  the  national  government  to  have  power  to  regulate  commerce,  but 
the  South  feared  this  power  might  be  used  to  prohibit  the  slave  trade.  At  last  it 
was  voted  that  Congress  should  have  full  control  of  commerce,  but  that  importation 
of  slaves  should  not  be  stopped  before  1808. 


THE  FORMATION  OF  THE  CONSTITUTION  191 

preparations  were  immediately  made  for  the  organization 
of  the  new  government. 

183.  Supporters  and  Opponents  of  the  Constitution. — 
There  was  much  opposition  to  the  Constitution  from  men 
who  honestly  believed  that  too  much  power  was  The  Federalistg 
given  to  the  national  government.  These  men  andtheAnti- 
believed  that  the  States  should  have  most  of  Ftderalists- 
the  power,  as  under  the  Confederation.  Because  they 
opposed  the  Federal  Constitution  they  were  called  Anti- 
Federalists.  The  brilliant  orator,  Patrick  Henry,  belonged 
to  this  political  party.  Among  the  Federalists,  or  sup 
porters  of  the  Constitution,  were  Washington,  Hamilton, 
and  Franklin,  who  firmly  believed  in  a  strong  central  gov 
ernment  to  control  all  matters  of  national  interest.  After 
a  long  struggle  between  these  political  parties  throughout 
the  country,  the  Constitution  was  ratified  by  the  various 
States,  and  thus  the  New  Federal  Union  was  established. 


TO  THE    PUPIL 

1.  The  period  from  the  close  of  the  Revolution  to  the  adoption  of  the 

Constitution  has  rightly  been  called  the  Critical  Period.  Ascertain 
the  reason. 

2.  Why  was  there  a  delay  in  the  adoption  of  the  Articles  of  Confedera 

tion  ?  What  is  meant  by  saying  that  Congress  was  merely  an  ad 
visory  body  ? 

3.  What  was  the  relation  between  Congress  and  the  various  States  ? 

4.  Be  sure  that  you  get  clear  ideas  about  the  following  topics:  Com 

mercial  war  between  the  States ;  Congress  without  power  to  regu 
late  commerce. 

5.  What  financial  difficulties  did  the  Confederation  have  after  the  close 

of  the  Revolution  ?    What  caused  Shays's  Rebellion? 

6.  What  claims  were  made  by  various  States  to  the  Northwest  Terri 

tory  ?  Why  did  Maryland  object  to  these  claims  ?  Name  the  lead 
ing  provisions  in  the  Ordinance  of  1787. 

7.  Can  you  now  tell  why  the  Confederation  broke  down  ?    Outline  the 

events  leading  to  the  Constitutional  Convention  in  Philadelphia. 
What  was  the  position  taken  by  those  who  opposed  the  Constitu 
tion  ?  By  those  who  supported  it  ? 


IQ2  HISTORY   OF  THE   UNITED   STATES 


CHRONOLOGY 

1765.    PASSAGE   OF   THE   STAMP  ACT. 
1765.    MEETING    OF    STAMP   ACT   CONGRESS. 

1767.  NEW   TAXES  ON   GLASS,   LEAD,   PAPER,  AND   TEA. 

1768.  BRITISH   TROOPS   QUARTERED   IN   BOSTON. 
1770.    BOSTON   MASSACRE. 

1773.  DESTRUCTION    OF   TEA   IN    BOSTON   AND   ELSEWHERE. 

1774.  BOSTON   PORT   BILL   PASSED. 

THE    CONTINENTAL   CONGRESS   MEETS   AT   PHILADELPHIA. 

1775.  April    19,   FIGHT   AT   LEXINGTON    AND    CONCORD. 

May    10,  CAPTURE    OF    TICONDEROGA   AND    CROWN   POINT.       SECOND   MEETING    OI 

THE   CONTINENTAL   CONGRESS. 
1775-    JIM*     *5>    WASHINGTON    APPOINTED    COMMANDER-IN-CHIEF.       June     17,    BATTLE 

OF    BUNKER   HILL. 
November      12,    MONTREAL     TAKEN      BY     MONTGOMERY — ARNOLD'S     MARCH      TO 

QUEBEC. 
December  30,   DANIEL   BOONE    SETiLES   IN   KENTUCKY. 

1776.  January    I,   UNION   FLAG    RAISED   AT   CAMBRIDGE,   MASS. 
February    27,   BATTLE    OF   MOORE'S   CREEK    BRIDGE. 

June,    ARRIVAL    OF    BRITISH   FLEET   IN   NEW   YORK   BAY,       June    28,   ATTACK    ON 

FORT    SULLIVAN,   CHARLESTON,    S.   C. 

July   4,   DECLARATION   OF   INDEPENDENCE   BY  CONGRESS. 
\  August   27,   BATTLE    OF   LONG   ISLAND. 
September   15,  AMERICANS  ABANDON  NEW  YORK. 
October    28,    BATTLE    OF    WHITE   PLAINS. 

November  16,  SURRENDER  OF  FORT  WASHINGTON. 
A    {December  26,  BATTLE  OF  TRENTON. 
1777'.   January  3,  BATTLE  OF  PRINCETON. 

June    14,   FLAG    OF    STARS  AND    STRIPES  ADOPTED    BY  CONGRESS. 
"    Juty    6,   BURGOYNE   CAPTURES   TICONDEROGA.     , 

August   6,    BATTLE    OF    ORISKANY.      August    l6^fBATTLE    OF   BENNINGTON. 
.  September    II,  BATTLE  OF  BRAND YWINE. 

''.   October  4,   BATTLE   OF   GERMANTOWN.       October    17,   SURRENDER   OF   BURGOYNE. 
HOWE   OCCUPIES   PHILADELPHIA. 

1778.  CON  WAY  CABAL. 
ALLIANCE   WITH  FRANCE. 

May,  CLARK'S  EXPEDITION  TO  ILLINOIS. 

June,  ATTACK   ON   WYOMING.      June   18,   BRITISH   LEAVE   PHILADELPHIA.      Junt 

28,   BATTLE   OF   MONMOUTH. 
July,    ARRIVAL   OF   FRENCH   FLEET   UNDER   D*ESTAING. 

December  29,  SAVANNAH  TAKEN  BY  THE  BRITISH. 

1779.  September  22,  FIGHT  BETWEEN  THE  BONHOMME  RICHARD  AND  THE  SERAPIS. 
SULLIVAN'S  EXPEDITION  AGAINST  THE  IROQUOIS. 

1780.  May,  CAPTURE  OF  CHARLESTON  BY  THE  BRITISH. 

August    1 6,   BATTLE    OF   CAMDEN. 
September,  ARNOLD'S  TREASON. 

1781.  January   17,  BATTLE  OF  COWPENS. 

March    15,   BATTLE   OF   GUILFORD   COURTHOUSE. 

September  8,  BATTLE  OF  EUTAW  SPRINGS. 

October    19,  CORNWALLIS'S   SURRENDER   AT   YORKTOWW. 


THE  FORMATION   OF   THE  CONSTITUTION  193 

1782.  November  30,  PRELIMINARY  TREATY  OF  PEACE  SIGNED. 

1783.  September  3,  FINAL  TREATY  or  PEACE  WITH  CHEAT  BRITAIN  SIGNED, 
November   25,  EVACUATION   OF  NEW   YORK. 

December  4,  WASHINGTON  TAKES  LEAVE  OF  HIS  OFFICERS. 

1784.  JEFFERSON'S  NORTHWEST  ORDINANCE  PROPOSED. 

1786.  SHAYS'S  REBELLION. 

1787.  NORTHWEST  TERRITORY  ORGANIZED,  AND  ORDINANCE  ADOPTED. 
May  25,  CONSTITUTIONAL  CONVENTION  MET  AT  PHILADELPHIA. 

September     17,   CONSTITUTION     OF     THE     UNITED     STATES     SIGNED     BY    THE    DEL 
EGATES. 

1788.  June      21,      CONSTITUTION      RATIFIED      BY      NEW      HAMPSHIRE,     SECURING      ITS 

ADOPTION. 


CHAPTER  XV 

THE    NEW    STRUGGLE     FOR    POLITICAL    INDEPENDENCE  AND 
THE    GROWTH    OF   NATIONAL   FEELING   (1789-1829) 

REFERENCES:  Scribner's  Popular  History  of  the  United  States,  IV.;  An- 
drews's  United  States,  I.;  Walker's  Making  of  the  Nation  ;  Richardson's  His 
tory  of  Our  Country;  Wright's  Children's  Stories  of  American  Progress;  Male's 
Stories  of  Invention ;  Coffin's  Building  the  Nation  ;  Hart's  Formation  of  the 
Union;  Channing's  United  States  ;  Eggleston's  Household  History ;  Drake's 
Making  the  Great  West;  Drake's  Making  the  Ohio  Valley  States ;  Barnes's 
Popular  History  of  the  United  States  ;  Burgess's  Middle  Period. 

OUTSIDE  READINGS:  Me/Master's  United  States,  I.-IV.;  Hildreth's 
United  States,  IV.-VI.;  Schouler's  United  States,  I.;  Henry  Adams's  United  States, 
I.-IX.;  Brooks's  First  Across  the  Continent;  Lossing's  Field-book  of  the  War  of 
1812;  Roosevelt's  Winning  of  the  West,  IV.;  Roosevelt's  Naval  War  of  1812; 
Spears's  History  of  Our  Navy ;  Wilson's  A  History  of  the  American  People, 
III. ;  Thwaites's  Rocky  Mountain  Exploration  ;  Hosmer's  A  History  of  the  Mis 
sissippi  Valley;  Hart's  How  Our  Grandfathers  Lived;  Gordy's  Political  History  of 
the  United  States,  I.-  II. ;  Parton's  General  Jackson ;  Johnston's  American  Politics ; 
Lodge's  George  Washington;  Lodge's  Alexander  Hamilton  ;  Morse's  Thomas 
Jefferson  ;  Wharton's  Martha  Washington  ;  Bolton's  Famous  Americans  ;  Gil- 
man's  James  Monroe;  Magruder's  John  Marshall;  Gay's  James  Madison; 
Schurz's  Henry  Clay  ;  Morse's  John  Quincy  Adams. 

FICTION  :  Martlneau's  Peasant  and  Prince;  Dickens's Tale  of  Two  Cities  ; 
Henty's  In  the  Reign  of  Terror;  Hale's  Philip  Nolan's  Friends ;  Hale's  Man 
Without  a  Country ;  Elggeston's  Signal  Boys  ;  Eggleston's  Captain  Sam  ; 
Eggleston's  Big  Brother  ;  Bynner's  Zachary  Phips  ;  SeawelFs  Little  Jarvis  ; 
Seawell's  Midshipman  Paulding. 

POETRY :  Holmes's  Ode  for  Washington's  Birthday  ;  Key's  Star  Spangled 
Banner;  Drake's  American  Flag;  Holmes's  God  Save  the  Flag  ;  Holmes's  Old 

Ironsides. 

DOMESTIC   AFFAIRS   IN   THE   EARLY   YEARS   OF  THE   NEW 
GOVERNMENT 

184.  Washington  the  First  President. — Tt  was  natural 
that  the  people  should  wish  George  Washington  to  be 

194 


NEW  STRUGGLE  FOR  POLITICAL  INDEPENDENCE      195 


the  first  President.1  He  stood  for  no  party  but  was  the 
choice  of  all  the  people,  and  he  received  the  unanimous 
vote  of  the  Presidential  electors.*  John  Adams,  of  Massa 
chusetts,  was  elected  Vice-President.  The  inauguration 
had  been  planned  for  the  first  Wednesday  in  March,  but 
travelling  was  so  slow  in  those  days  that  it  was  impossible 
for  Congress  to  meet  and  count  the  electoral  votes  in  time 
to  have  the  inauguration  before  April  30.  New  York  City 
was  the  capital  of  the  country. 

The  inauguration  at  Federal  Hall  was  very  impressive. 
The  oath  of  office  was  solemnly  taken,  and  the  chancellor 
of  New  York,  who  had  given  it,  then  turned 

,          •     ?    ,    T  v          ^  The  Inauguration. 

to  the  people  and  cried,  "  Long  live  George 
Washington,  President  of  the  United    States!"     The  cry 
was  taken  up  by  the  throng,  who,  amid  their  joyous  shouts, 
had  escorted  Washington  from  his  house  in  New  York  to 
Federal  Hall  on  his  way  to  deliver  his  first  inaugural. 

185.  The  Number  and  Distribution  of  the  People. — 
According  to  the  census  of  1790  the  population  of  the 

1  George   Washington,  first  President  of  the  United  States  (1789-1797),   was 
born  in  Westmoreland  County,  Va.,  February  22,  1732,  and  died  at  Mount  Vernon 
December  14,  1799.     When  he  was  eleven  years  old  his  father  died,   leaving  the 
youth  in  care  of  a  faithful  and  devoted  mother.    While  at  school  George  was  pains- 
taking  and  careful  with  his  work  and  excelled  in  such  athletic   sports  as  running, 
leaping,  and  wrestling.      lie  was  so  true  to  himself  and  to  others  that  he  often  acted 
as  a  judge  in  deciding  disputes  between  his  young  friends.     In  1759  ne  married  a 
rich  young  widow,  Mrs.  Martha  Custis,  whose  property,  added  to  his  own  large 
estates  at  Mount  Vernon,  made  him  a  man  of  much  wealth.     His  bravery,  patriot 
ism,  and  military  skill,  as  shown  in  the  Last  French  War,  led  to  his  being  chosen  by 
the  Continental  Congress  as  Commander-in  Chief  of  the  American  troops  during  the 
Revolution.    By  reason  of  his  modesty  he  shrank  from  this  service,  for  which  he  was 
admirably  fitted.      He  refused  to  receive  any  pay  during/the  entire  Revolution.      It 
may  indeed  be  truly  said  that  he  proved  himself  indispensable  to  the  success  of  the 
Americans  in  that  war.    He  was  a  man  of  commanding  presence  and  dignified  man 
ner.     His  success  lay  not  in  intellectual  brilliancy,  but  in  a  well-balanced  judgment, 
in  a  belief  that  right  made  might,  and  in  a  rare  power  of  winning  men's  confidence. 

2  Under  Section  I.,  Article  II.,  of  the  Constitution,  maybe  found  the  following: 
"  Each  State  shall  appoint,  in  such  manner  as  the  Legislature  thereof  may  direct, 

a  number  of  Electors  equal  to  the  whole  number  of  Senators  and  Representatives 
to  which  the  State  may  be  entitled  in  the  Congress."  The  people  in  the  various 
States  vote  for  these  Presidential  electors.  The  latter,  called  when  taken  to 
gether  the  Electoral  College,  vote  directly  for  President  and  Vice-President. 


196 


HISTORY   OF  THE   UNITED   STATES 


United  States  was  nearly  4,000,000  souls,  about  one-fifth  of 
whom  were  negroes.  Most  of  the  people  resided  in  the 
thirteen  original  States,  not  more  than  five  per  cent,  being 
found  west  of  the  Alleghanies.  The  belt  of  settlement  ex 
tended  from  Maine  to  Florida,  with  an  average  width  of  two 
Weii-settied  hundred  and  fifty-five  miles.  The  most  densely 

peopled  regions  were  on  the  coast  of  Massa 
chusetts,  of  southern  New  England,  and  of  New  York. 
Other  well-settled  regions  included  the  Hudson  River  val- 


WASHINGTON'S  MANSION — SOUTH  AND  WEST  FRONTS — MT.  VERNON,  VA. 

ley  as  far  as  Albany,  the  Mohawk  valley,  the  route  now  fol 
lowed  by  the  Pennsylvania  Railroad  from  New  York  across 
New  Jersey  to  Philadelphia,  and  the  river  valleys  of  eastern 
Virginia. 

Virginia  ranked  first  in  population,  having  532,000  in 
habitants.  Massachusetts  and  Pennsylvania,  with  about 
Five  principal  33°»oo°  each,  stood  next.  There  were  no  large 
commercial  cities.  The  principal  commercial  centres 

were    Philadelphia,    with  about    31,000;  New 
York,  with    23,000;  Boston,  with    15,000;  Baltimore,  with 


NEW   STRUGGLE  FOR   POLITICAL  INDEPENDENCE      197 


13,000,  and  Charleston,  with  nearly  11,000.  All  these  five 
cities  contained  fewer  people  than  Albany  or  Denver  alone 
contains  to-day. 

186.  Modes  of  Travel.— The  people  lived  mainly  along 
rivers  or  on  the  coast,  because  one  of  the  easiest  and  most 
convenient  methods  of  travel  was  by  boat  or  simple  conditions 
sailing  packet.    It  is  not  easy  for  us  to  realize  of  life- 

how  simple  the  conditions  of  life  were  in  those  days.  Imag 
ine  our  being  without  steamboats,  railroads,  electric  cars, 
telegraphs,  and  telephones,  '  ^ 
and  you  will  have  an  idea 
how  slowly  life  moved  in 
1789. 

The  best  method  of 
conveying  passengers  and 
goods  by  land  was  the 
clumsy  old  stage-coach.  In 

Washington's  first  adminis-  WASHINGTON'S  BEDROOM,  MT.  VERNON,  VA. 
tration  two  stage-coaches 

and  twelve  horses  were  sufficient  to  accommodate  all  the 
people  and  carry  all  the  goods  passing  between  Boston  and 
New  York,  two  of  the  chief  commercial  cen-  The  old 
tres  in  the  country.  It  took  about  as  long  to  stage-coach. 
make  the  trip  as  it  does  now  to  travel  from  Boston  to  San 
Francisco,  or  from  New  York  to  Liverpool.  In  summer 
the  stage  could  cover  forty  miles  a  day.  In  winter,  when 
the  snow  lay  upon  the  ground  or  the  roads  were  heavy 
with  mud,  the  distance  was  cut  down  to  twenty-five  miles 
a  day.  About  ten  o'clock  at  night  the  traveller  reached 
the  wayside  inn,  where  he  put  up  for  the  night.  He  was 
called  at  three  o'clock  the  next  morning  in  time  to  renew 
his  journey  for  another  eighteen  hours. 

187.  Ferries. — There  were  no   bridges  spanning  large 
rivers  as  there  are  now.     In  going  by  stage  from  Boston  to 
Philadelphia  the  passenger  had  to  be  ferried  across  eight 
or  ten  rivers.     In  a  high  wind  these  crossings  were  very 
dangerous,  owing  to  great  blocks  of  floating  ice.     Not  un 
commonly  the  ferryboat  was  upset  by  a  sudden  gust  of 


HISTORY   OF  THE   UNITED   STATES 


wind.  The  passage  in  winter  from  New  York  to  Jersey 
City  (then  Paulus  Hook)  involved  more  risk  than  a  trip 
from  New  York  to  Japan  does  now. 

188.  The   Mails. — To-day  a  number  of  express  trains 
daily  carry  mail  in  less  than  six  hours  from  New  York  to 
Boston,  but  in  Washington's  time  a  postman  carried  the 
mail  on  horseback  from  New  York  to  Boston  three  times  a 
week  in  summer  and  twice  in  winter.     It  required  six  days 

to  make  the  trip  in  sum 
mer  and  nine  in  winter. 
A  pair  of  saddle-bags  suf 
ficed  to  carry  all  the  mail 
between  these  two  com 
mercial  centres.  Post 
men  carried  mail  from 
New  York  to  Philadel 
phia  five  times  a  week, 
and  were  two  days  in 
making  the  journey.  In 
regions  remote  from 
business 

The  post-rider 

centres    an 

old  man  was  often  made 
post-rider.  While  his 
horse  jogged  leisurely  along  he  would  while  away  the 
lonely  hours  in  knitting  socks  and  mittens  or  in  opening 
and  reading  the  letters  in  the  mail-bag. 

These  clumsy  methods  of  travel  and  communication  kept 
the  people  ignorant  of  those  parts  of  the  country  which 
were  not  near  them.  The  Massachusetts  citizen  knew  very 
little  about  the  citizen  of  South  Carolina,  and  neither  un- 
Lack  of  national  derstood  the  other.  Under  such  conditions 
patriotism.  there  was  much  foolish  prejudice  in  each  State 

against  people  in  other  States,  and  but  little  attachment  to 
the  Union.  We  see,  therefore,  that  the  patriotism  of  those 
days  was  a  State  patriotism  rather  than  a  national  patriotism. 

189.  Washington's     Formality. — The    Federalists    in 
cluded  much  the  larger  part  of  the  wealthy  and  commer- 


SERV ANTS'  QUARTERS,  MT.  VERNON,  VA. 


NEW  STRUGGLE   FOR   POLITICAL   INDEPENDENCE      199 


A    MAIL   CARRIER. 


cial  classes,  and  were  especially  strong  in  the  cities.  They 
were  aristocratic  in  their  feelings  and  were  inclined  to  imi 
tate  English  social  and  official  customs.  Believing  in  a 
strong  central  gov 
ernment,  they  wished 
the  Pres-  Aristocratic  feel. 

idential  ings  of  the  Fed- 
Office  to  erall8t8' 
be  one  of  great  dig 
nity.  Washington 
had  seen  something 
of  the  pomp  and  state 
of  the  royal  govern 
or's  court  in  Virginia, 
and  it  seems  to  have 
appealed  to  his  sense 
of  fitness.  He  there- 
f ore  su  rrounded 
himself  with  much 
ceremony.  On  state 
occasions  he  rode  in 
a  coach  drawn  by  six 
horses,  and  on  ordi 
nary  occasions  in  a 
coach  drawn  by  four 
horses.  When  walk 
ing  on  the  street  he 
was  followed  at  a  re 
spectful  distance  by 
a  body  servant  in  liv 
ery.  Every  Tuesday 
afternoon,  from  three 
to  four  o'clock,  he  held  at  the  executive  mansion  a  public 
reception,  when  he  appeared  in  court  dress,  with  powdered 
hair,  a  dress-sword  at  his  side,  and  a  cocked  Washington  at 
hat  under  his  arm.  Standing  with  his  right  public  receptions. 
hand  behind  him,  he  bowed  formally  as  his  guests  were  pre 
sented.  Moreover,  he  allowed  his  birthday  to  be  celebrated. 


A   FAST   MAIL — 1876. 


A   TWENTIETH    CENTURY   FLYER. 


2  CO 


HISTORY   OF  THE  UNITED    STATES 


These  things  greatly  displeased  many  people,  who  charged 
Washington  with  the  desire  to  become  king.  They  wished 
the  President  to  dress  plainly  and  to  live  as  simply  as  an 
ordinary  citizen. 

190.  The  New  Government. — Washington's  first  duty 
was  to  organize  the  new  government.  John  Jay  was  ap 
pointed  first  Chief  Justice  of  the  Supreme  Court.  The 
cabinet  is  most  important,  because  its  members  are  the 
heads  of  various  executive  depart 
ments  and  aid  the  President  in  doing 
his  official  work.  Washington  chose 
for  his  cabinet  four  eminent  citizens 
who  represented  both  political  par 
ties.  Thomas  Jefferson  became  Sec 
retary  of  State  ;  Alexander  Hamilton, 
Secretary  of  the  Treasury ;  General 
Henry  Knox,  Secretary  of  War;  and 
Edmund  Randolph,  Attorney-Gen 
eral. 

191.  Hamilton  and  Jefferson  the 
Two  Great  Political  Leaders. — 
Hamilton  was  a  stanch  Federalist, 
but  Jefferson  was  a  bitter  opponent 
of  the  Federalists.  They  became  the  respective  leaders  of 
the  two  political  parties,  and  were  soon  engaged  in  a  long 
and  bitter  struggle  to  carry  out  their  views  of  government. 
The  struggle  was  not  personal.  It  was  a  struggle  of  prin- 
shaii  the  Federal  ciples  and  did  not  end  when  Hamilton  and 
Jefferson  passed  out  of  public  life.  It  con 
tinued  until  it  brought  on  the  great  Civil 
Shall  the  Federal  Government  be  supreme  over  the 
State?  Shall  there  be  a  liberal  construction  of  the  Consti 
tution,  so  as  to  grant  large  powers  to  Congress  and  the 
President?  Hamilton  said  "Yes;"  Jefferson  said  "  No." 
Jefferson  feared  that  the  Federal  Government  might  be 
come  so  strong  as  to  rob  the  States  of  their  powers  and  at 
last  to  drift  into  a  monarchy.  He  believed  that  the  general 
government  had  only  such  powers  as  were  definitely 


JOHN   JAY. 


or  the  State  Gov 
ernment    be    su 
preme  ? 

War. 


Age  13. 


Four  days  before  his  death.     Age  67. 


HOW    WASHINGTON    SIGNED    HIS    NAME   AT   VARIOUS   AGES. 


202 


HISTORY   OF   THE   UNITED   STATES 


granted  in  the  Constitution.     In  other  words,  he  believed 
in  a  "  strict  construction  "  of  the  Constitution. 

192.  Hamilton's  Plan  for  Establishing  Credit— The 
new  government  had  many  difficulties  to  face.  The  most 
Hamilton's  finan-  serious  and  pressing  of  these  were  its  debts. 
ciai  policy.  The  old  Confederation  had  little  credit  at 

home  or  abroad.     If  the  United  States  was  to  lift  its  head 
among  the  nations  it  must   first  find  its  footing  in  a  firm 

financial  policy.  Alexander  Ham 
ilton  had  a  wonderful  insight  and 
clear  understanding  in  money  mat 
ters,  and  he  brought  his  sound 
judgment  to  the  support  of  the 
new  government.  He  knew  that 
the  only  way  of  gaining  credit  is 
by  paying  one's  debts.  He  there 
fore  recommended  that  the  United 
States  assume  in  full  all  the  debts 
of  the  Confederation,  both  foreign 
and  domestic.  In  regard  to  the 
foreign  debt,  Congress  readily  as 
sented.  After  some  discussion,  it 
voted  to  pay  also  the  domestic 
debt,  or  that  owed  to  American 
citizens. 

But  Hamilton  was  a  very  conservative  man.  He  clung 
to  old  principles  of  government.  He  wished  to  establish 
a  government  of  whose  strength  the  nation  need  not  be 
ashamed.  In  his  plan  for  building  up  the  nation's  credit, 
therefore,  he  proposed  that,  besides  its  own  debts,  or  the 
debts  which  had  been  handed  down  from  the  Confederation, 
the  United  States  should  assume  the  debts  of  the  separate 
He  recommends  States.  The  Union  would  thus  establish  a 
the  payment  of  supremacy  over  the  separate  States.  As  the 

the   State  debts 

by  the   United      State  debts  were  mostly  loans  from  wealthy 
states.  Americans,  these  influential  citizens  would  be 

attached  as  creditors  to  the  Union.     They  would  become 
directly  interested  in  building  up  its  financial  credit.    They 


ALEXANDER    HAMILTON. 


NEW  STRUGGLE  FOR  POLITICAL  INDEPENDENCE      203 

would  work  to  make  the  central  government  strong  by  giv 
ing  it  a  large  taxing  power  with  which  to  obtain  a  revenue 
to  pay  its  debts. 

This  part  of  the  plan  was  novel  and  unexpected,  and 
greatly  alarmed  the  followers  of  Jefferson.  They  believed 
that  the  States  should  do  a  large  part  of  the  Jefferson's  foi- 
governing.  They  dreaded  more  than  all  else  ^^^oi 
a  strong  central  government,  because  they  the  state  debts, 
feared  it  might  lead  to  a  monarchy.  They  accused  Hamil 
ton  of  trying  to  rob  the  people  of  their  rights  by  placing 
them  under  the  rule  of  a  king.  Accordingly,  the  followers 
of  Jefferson  opposed  the  payment  of  the  State  debts  by  the 
United  States,  and  after  a  bitter  struggle  defeated  Hamil 
ton's  scheme  by  a  narrow  majority. 

Later,  however,  in  return  for  an  agreement  to  locate  the 
new  capital,  Washington,  upon  the  banks  of  Washington 
the  Potomac,  the  Jeffersonians  conceded  the  made  the  capital. 
assumption  of  the  State  debts  to  the  followers  of  Hamilton. 
The  measure  proved  one  of  the  wisest  policies  ever  adopt 
ed.  It  was  a  brilliant  example  of  Hamilton's  far-seeing 
statesmanship. 

193.  A  Tariff  Laid  on  Foreign  Trade. — How  to  raise 
the  money  to  pay  all  these  debts  was  a  serious  question. 
At  its  first  session,  Congress  laid  an  indirect  tax  upon  ves 
sels  and  certain  kinds  of  goods  coming  into  this  country 
from  foreign  ports.     This  tax,  or  tariff,  was  not  only  for  the 
purpose  of  raising  a  revenue,  but  also  for  protecting  the 
young  manufactories  springing  up  at  various  points  in  the 
United  States.    As  this  tariff  did  not  yield  rev-    Tax  on  8pirituoua 
enue  enough  for  the  country's  need,  a  direct    "quors. 

tax  was  laid  later  on  spirituous  liquors  (1794).  Direct  taxes 
are  not  generally  popular,  and  this  one  was  no  exception. 
It  was  an  unpleasant  reminder  of  the  Stamp  Act.  We  need 
not  be  surprised,  therefore,  that  resistance  was  offered  to 
this  direct  tax  imposed  by  the  new  government. 

194.  The  Whiskey   Rebellion   (1794).— The   people   of 
western  Pennsylvania   lived   so  far  from  business  centres, 
which  they  could  reach  only  by  poor  roads,  that  it  was 


204 


HISTORY  OF  THE  UNITED  STATES 


very  expensive  for  them  to  transport  their  grain  to  market 
There  was  more  profit  in  making  the  grain  into  whiskey, 
which  was  much  less  bulky  than  the  grain  from  which  it 
was  made.  As  the  tax  levied  upon  the  whiskey  lessened 
the  profit  of  the  farmers,  they  regarded  this  tax  as  unjust. 
They  therefore  refused  to  pay  it,  and  severely  handled  offi 
cers  sent  by  the  Government  to  see  that  it  was  enforced. 
The  people  rose  in  arms  to  resist  the  law,  but  Washington 
promptly  sent  a  body  of  troops,  which  easily  put  down  the 
insurrection. 

195.  The  Invention  of  the  Cotton-gin  (1793).— The 
Whiskey  Rebellion  had  merely  a  passing  interest.  Whit 
ney's  cotton-gin 
had  a  permanent 
influence  upon  our 
history.  Let  us  now 
consider  that  re 
markable  invention. 
In  1793  Eli  Whit 
ney,  a  Massachu 
setts  man  then  liv 
ing  as  a  tutor  at  the 
home  of  General 
Greene's  widow  in 
Georgia,  invented 
the  cotton-gin.  The 
influence  of  this  in 
vention  upon  cotton-growing,  slavery,  and  the  future  his 
tory  of  the  country  cannot  be  measured.  Before  that  time 
cotton  was  not  raised  to  any  great  extent  in  the  South. 
Without  the  cotton-gin  a  slave  could  separate,  in  a  day,  the 
seeds  from  only  a  single  pound  of  cotton  fibre,  but  now, 
with  the  aid  of  the  cotton-gin,  he  could  in  the  same  time 
separate  the  seeds  from  a  thousand  pounds.  The  value  of 
slave  labor  was  thus  greatly  increased,  and  the  planter 
could  afford  to  sell  his  cotton  much  cheaper  than  before. 

At  once  there  was  a  great  and  increasing  demand  for 
cotton  in  English  as  well  as  Northern  cotton-mills,  and  its 


A  PRIMITIVE  COTTON-GIN. 


NEW  STRUGGLE  FOR  POLITICAL  INDEPENDENCE      205 


culture  became  highly  profitable.  The  general  belief  had 
been  that  slavery  would  gradually  die  out  all  over  the 
country.  It  did  not  pay  in  the  North,  where  there  were  no 
large  plantations,  and 
in  that  region  it  was 
already  Result8  of  the 

disappear.       invention  of  the 

ing.  But  cotton-*in- 
now  the  cotton-growers 
in  the  South  and  the 
owners  of  cotton-mills 
in  the  North  had  a  sel 
fish  interest  in  the  insti 
tution.  For  the  owners 
of  cotton-mills,  like  the 
planters,  made  money 
on  the  ever-increasing 
demand  for  cotton,  the  price  of  which  had  been  greatly 
lessened  by  the  cotton-gin.  They  all  thought  that  cotton- 
raising  could  not  be  carried  on  successfully  without  slave- 
labor.  Hence  the  demand  from  this  time  forward  for 
more  and  more  slaves  in  the  cotton  States. 


WHITNEY'S  FIRST  COTTON-GIN. 


TO  THE   PUPIL 

1.  Note   the   fact    that  Washington  was    President    for   two    terms, 

1789-1797. 

2.  With  your  map  before  you,  study  carefully  the  distribution  of  the  peo 

ple  in  1790.  Why  did  the  people  live  mainly  along  rivers  or  on  the 
coast  ? 

3.  Try  to  form  vivid  mental  pictures  of  travel  by  the  old  stage-coach. 

How  was  the  mail  carried  in  1790  ?  How  did  the  clumsy  methods 
of  travel  and  communication  affect  the  attitude  of  the  people  in  one 
State  toward  the  people  of  another  State  ?  On  all  these  topics 
McMaster's  History,  I.,  will  repay  careful  reading. 

4.  What  classes  of  people  were  included  in  the  Federalists  ?    Discuss 

Washington's  formality. 

5.  What  is  meant  by  the  Cabinet  ? 

6.  "Shall  the  Federal   Government  be   supreme  over    the    States?" 

What  answer  did  Hamilton  give  ?  Jefferson  ?  You  may  well  keep 
this  great  question  in  mind,  for  it  will  come  up  again  and  again  in 


2o6  HISTORY  OF  THE   UNITED   STATES 

the  subsequent  periods  of  our  history.  As  you  will  find  later,  dis 
agreement  about  the  answer  led  at  last  to  Civil  War.  What  is 
meant  by  "  strict  construction  "  of  the  Constitution? 

7.  What  was  Hamilton's  financial  policy?     Why  did  he  urge  that  the 

United  States  should  assume  the  debts  of  the  separate  States  ? 
Why  did  Jefferson's  followers  oppose  this  part  of  Hamilton's  plan  ? 

8.  Which  do  you  think  was  right  in  his  attitude  toward  the  State  debts, 

Hamilton  or  Jefferson  ?     Give  reasons  for  your  answer. 

9.  Review  the  difference  between  a  direct  and  an  indirect  tax.     What 

indirect  tax  was  levied  ?  What  was  its  purpose?  What  direct 
tax  was  levied  ?  Why  was  it  unpopular  ? 

10.  What  influence  did  the  invention  of  the  cotton-gin  have  upon  the  pro 

duction  of  cotton  by  slave-labor  ?  Explain  why  the  Southern  planters 
and  the  Northern  cotton-mill  owners  had,  from  the  time  the  cotton- 
gin  was  invented,  a  selfish  interest  in  slavery. 

11.  For  social  life   in  New   England  and  in  other  States  read  Coffin's 

Building  the  Nation. 


FOREIGN  RELATIONS  IN  THE  EARLY  YEARS  OF  THE  NEW 
GOVERNMENT 

196.  A  Period  of  Trial  and  Uncertainty  for  the  Young 
Republic  (1789-1815) — When  in  1789  Washington  became 
President,  many  intelligent  people,  both  in  Europe  and 
America,  doubted  whether  the  Federal  Union  would  live 
long.  This  was  a  reasonable  doubt,  for  the  young  repub- 
Littie  national  ^c  was  Jet  wea^  and  called  forth  little  na- 
feeiing  in  the  tional  feeling.  A  foreign  traveller,  visiting 
united  states.  the  United  States  at  this  time,  said  that  he 
found  no  Americans  ;  that  the  people  were  all  English  or 
French  in  their  sympathies  and  feelings.  The  English 
party,  or  the  Hamiltonians,  and  the  French  party,  or  the 
Jeffersonians,  were  almost  as  intense  in  their  dislike  of  each 
other  as  were  Englishmen  and  Frenchmen  in  Europe. 

Soon  after  the  outbreak  of  the  French  Revolution  (1789), 
war  began  between  France  and  England  and,  with  short 
War  between  intervals  of  peace,  continued  until  Napoleon's 
France  and  downfall  at  Waterloo  (1815).  During  this 

great  struggle  many  efforts  were  made  to  drag 
the  United  States  into  the  war.  Both  France  and  Eng 
land  were  unwilling  that  this  country  should  remain  neu- 


NEW   STRUGGLE  FOR   POLITICAL  INDEPENDENCE      207 

tral.  When  the  United  States  refused  to  form  an  alliance 
with  either  country,  both  of  them  seriously  injured  our 
commerce.  They  showed  little  respect  for  a  people  who 
seemed  so  lacking  in  national  spirit. 

The  entire  period  from  1789  to  the  close  of  the  War  of 
1812  was  one  of  anxiety  for  the  well-wishers  of  the  republic. 
During  all  these  years  the  American  people  were  engaged 
in  a  struggle  similar  to  the  American  Revo-  From  1789 to  1815 
lution.  In  the  earlier  struggle  they  were  the  Americans 

f     ,     .  ,  .      T  r    T-        i         i       struggle  for  in 

fighting  to  become  independent  of  England ;   dependence  of 

in  the  later  they  were  striving  to  become  Eur°Pe- 
independent  of  Europe.  This  later  period  culminated  in 
the  War  of  1812,  which  has  been  rightly  called  the  Second 
War  of  Independence.  But  from  the  beginning  of  Wash 
ington's  administration  the  struggle  over  commercial  or 
other  difficulties  was  pressing. 

197.  Influence  of  the  French  Revolution  upon  Ameri 
can  Affairs. — The  same  year  that  Washington  became 
President  was  also  the  first  year  of  the  French  Revolution. 
The  people  of  France  had  been  so  oppres-  The  French 

sively  taxed  and  otherwise  misgoverned  that  Revolution. 

they  were  at  last  ready  to  resort  to  violence  against  the 
French  monarchy.  They  tore  down  the  gloomy  prison 
called  the  Bastile  and  afterward  put  to  death  the  king  and 
queen.  In  the  "reign  of  terror"  that  followed  thousands  of 
men  and  women  were  guillotined.  To  add  to  the  confusion, 
the  French  Republic  was  soon  at  war  with  neighboring 
countries.  She  declared  war  with  England  in  1793. 

Hamilton  and  his  followers  took  the  side  of  England ; 
Jefferson  and  his  supporters  sympathized  with  the  French 
revolutionists.  As  France  had  helped  us  in  the  American 
Revolution,  the  French  claimed  that  we  ought  Washington 
to  help  them  in  their  struggle  for  freedom.  refuses  to  aid 
At  first  Washington  and  the  Hamiltonians,  ance' 

with  gratitude  to  France  for  aid  given  us  in  the  American 
Revolution,  felt  a  warm  interest ;  but  later,  when  the  revo 
lutionists  had  resorted  to  extreme  violence  to  carry  out  their 
plans,  Hamilton  began  to  regard  them  with  great  distrust. 


208  HISTORY   OF  THE   UNITED   STATES 

Besides,  Washington  agreed  with  Hamilton  in  the  belief  that 
we  were  too  weak  to  become  involved  in  European  wars, 
and  he  therefore  issued  a  proclamation  of  neutrality. 

198.  Citizen    Genet    Defies   Washington.— The    new 
French   Government,  the   Directory,   knowing  that  many 
Americans  were  in  sympathy  with  the  French  revolution 
ists,  sent  Citizen  Genet  as  minister  to  the  United  States. 
In  utter  defiance  of  the  President  this  indiscreet  man  tried 
to  fit  out  American    privateers  to  be  used    in    destroying 
English  commerce.     In  answer  to  objections  from  Wash 
ington,  Genet  threatened  to  appeal  to  the  people,  hoping 
they  would  approve    his  course  and  take  his  side  against 
their  own  President.     This  threat  was  a  striking  bit  of  au 
dacity  and  showed  the  contempt  Genet  felt  for  our  govern 
ment.     But  the  people  sustained   Washington,  and   at  his 
request  Citizen  Genet  was  recalled. 

199.  Jay's  Fruitless  Treaty  with  England.— The  Eng 
lish  would  not  give  up  Oswego,  Niagara,  Detroit,  and  other 
our  difficulties       Northwestern    forts  which,   by  the  treaty  of 
with  England.        peace  at  the  close  of  the  Revolution,  they  had 
agreed  to  surrender.     They  also  seriously  interfered  with 
our  commerce  by  forcibly  stopping  and  searching  our  ves 
sels  for  deserters,  and  in  many  cases  impressing  our  seamen 
into  their  service.     Besides  all  this,  they  would  not  let  us 
trade  with  the  English  West  Indies.     On  the  other  hand, 
the  English  maintained  that  we  had  failed  to  keep  our  part 
of  the  same  treaty  by  refusing  to  pay  certain  debts  owed 
by  Americans  to  English  merchants,  and    by  not  making 
good  the  losses  sustained  by  American  Tories  when  they 
left  their  homes  in  this  country  during  the  Revolution0 

To  settle  these  difficulties  John  Jay  was  sent  over  to 
England.  As  a  result  a  treaty  was  agreed  upon  which  set 
tled  nothing  about  the  impressment  of  American  seamen. 
Jay's  treaty  England  refused  to  discontinue  this  practice, 

makes  the  Amer-  but  Jay  felt  that  in  our  weak  position  among 
leans  indignant.  the  natjons  of  the  world  we  must  be  satisfied 

with  what  we  could  get  from  a  country  so  much  stronger 
than  our  own.  Washington,  believing  the  treaty  was  the 


NEW  STRUGGLE   FOR  POLITICAL   INDEPENDENCE       209 


best  we  could  arrange,  urged  its  adoption.  A  large  part 
of  the  American  people  were  indignant.  Hamilton  was 
stoned  while  making  a  speech  in  New  York  in  defence  of 
the  treaty,  and  Washington  was  so  bitterly  attacked  and 
unjustly  accused  that  he  said  he  would  rather  be  in  his 
grave  than  be  President. 

200.  Political   Parties.— Originally,   as    we   have    seen, 
those  supporting  the  Constitution  were  called  Federalists, 
and  those  opposing  it  Anti-Feder 
alists.    After  the  Constitution  went 

into  effect,  the  Federalists,  under 
the  lead  of  Alexander  Hamilton, 
favored  a  strong  central  govern 
ment,  while  the  Anti-Federalists, 
under  the  lead  of  Jefferson,  wished 
the  States  to  have  most  of  the  pow 
ers  of  government.  The  Jefferso- 
nians  called  themselves  Republi 
cans,  but  since  Jefferson's  followers 
favored  the  French  revolutionists, 
the  Federalists  called  them  Demo 
crats,  after  the  French  Democrats. 
A  little  later  they  became  known 
as  Democratic -Republicans.  In 
Andrew  Jackson's  administration 
they  were  called  Democrats,  and  the  name  has  remained 
till  the  present  time. 

201.  The  "X  YZ  Papers."— Our  trouble  with  France 
was  by  no  means  settled  by  the  recall  of  Genet.     When  the 
Jay    treaty    with    England    was    ratified,    the      The  French  an. 
French  were  so  angry  that   they  sent  home      gry  about  the 
our  minister  and  recalled  their  own  from  the 

United  States.  French  cruisers  openly  attacked  our  mer 
chant  vessels.  The  country  was  too  weak  for  war,  and 
President  Adams1  wished  to  avoid  one  if  possible. 

!John  Adams,  second  President  of  the  United  States  (1797-1801),  was  born 
at  Braintree,  Massachusetts,  in  1735  and  died  July  4,  1826.  After  graduating  from 
Harvard  he  became  a  lawyer.  He  was  a  prominent  member  of  the  Continental  Con- 


JOHN    ADAMS. 


210  HISTORY   OF  THE   UNITED   STATES 

The  French  having  promised  to  receive  an  embassy 
with  honor,  President  Adams  sent  over  three  envoys,  John 
Marshall,  afterward  Chief  Justice,  Charles  Pinckney,  and 
Elbridge  Gerry  to  set  things  right.  Upon  their  arrival 
they  were  not  received  with  respect.  They  were  boldly 
informed  that  peace  with  France  could  be  secured  only  on 
two  conditions:  (i)  That  a  large  sum  of  money  should  be 
paid  to  members  of  the  Directory,  and  (2)  that  an  ad 
ditional  sum  should  be  loaned  to  France  for  carrying  on 
her  wars.  The  papers  reporting  to  Congress  these  shame 
ful  propositions  were  signed,  not  by  the  names  of  the  secret 
agents  representing  the  French  Government,  but  by  the 
letters  X  Y  Z.  Hence  they  were  called  the  "  X  Y  Z  Papers." 
Pinckney's  indignant  reply  was,  "  Millions  for  defence,  but 
not  one  cent  for  tribute,"  and  this  became  a  rallying  cry 
throughout  the  United  States. 

Congress  organized  an  army  and  put  Washington  at  the 
head  of  it.  In  the  meantime,  the  French  continued  to  capt- 
serious  trouble  ure  our  vessels  and  seized  a  thousand  of  them. 
with  France.  Soon  a  state  of  war  existed  on  the  sea,  where 
Commodore  Truxton  defeated  and  captured  two  French 
frigates.1  These  defeats  recalled  France  from  her  insolent 
attitude,  and  when  President  Adams  again  sent  over  envoys, 

gress,  and  proposed  Washington  for  commander-in-chief  of  the  American  troops. 
Being  an  eloquent  advocate  of  independence,  he  did  much  to  bring  about  apolitical 
separation  from  England.  He  was  one  of  the  three  commissioners  who  negotiated 
a  treaty  of  peace  with  Great  Britain  at  the  close  of  the  Revolution  and  afterward 
became  the  first  American  minister  to  England.  His  honesty  and  courage  won  the 
admiration  of  his  friends,  but  his  obstinacy  and  lack  of  tact  involved  him  in  many 
quarrels. 

John  Adams  was  inaugurated  at  Philadelphia,  which  had  taken  the  place  of  New 
York  as  the  seat  of  government.  During  his  term  of  office,  in  1800,  Washington 
became  the  capital. 

'Out  of  the  excitement  that  thrilled  the  people  the  song,  "Hail,  Columbia," 
sprang.  The  words  were  written  by  a  lawyer  of  Philadelphia,  Joseph  Hopkinson, 
and  set  to  the  music  of  the  march  composed  for  Washington's  inauguration.  "  Hail, 
Columbia"  was  first  sung  at  a  theatre  in  Philadelphia.  The  applause  was  tremen 
dous.  Men  rose  to  their  feet,  throwing  their  hats  into  the  air,  and  women  vigor 
ously  waved  their  handkerchiefs.  Again  and  again  the  audience  called  for  the 
song  until  it  had  been  sung  nine  times.  In  a  few  weeks  "  Hail,  Columbia"  was 
known  by  thousands  of  enthusiastic  Americans. 


NEW  STRUGGLE  FOR   POLITICAL  INDEPENDENCE      211 

Napoleon   Bonaparte,  who  was  then  at  the  head  of  affairs, 
made  things  satisfactory  to  this  country. 

202.  Alien  and  Sedition  Laws  (1798). — These  difficul 
ties  with  France  stirred  the  patriotic  feelings  of  our  peo 
ple  and  for  a  time  strengthened  the  Federalist  party.  Its 
leaders  went  too  far,  however,  when  they  passed  the  Alien 
and  Sedition  Laws.  Many  of  the  Democratic-Republican 
newspapers  were  under  the  influence  of  Frenchmen  who 
had  come  to  live  in  the  United  States.  These  men  used 
their  papers  to  make  bitter  and  slanderous  attacks  upon 
President  Adams  and  the  government.  Naturally  the  Fed 
eralists,  with  their  leanings  toward  a  strong  central  govern 
ment,  believed  that  such  attacks  weakened  the  Union  by 
lessening  the  respect  of  the  people  for  it.  They  there 
fore  passed  the  Alien  Law,  which  gave  the  President 
power  to  send  out  of  the  country  any  foreigner  whom 
he  might  think  dangerous  to  its  peace.  The  Sedition  Law 
gave  him  power  to  fine  or  imprison  any  one  who  might 
conspire  against  the  government  or  publish  anything  evil 
against  it. 

This  law  violated  the  first  Amendment  to  the  Consti 
tution  by  interfering  with  the  freedom  of  the  press,  and 
aroused  the  Democratic-Republicans  to  a  high  state  of  in 
dignation.  They  said  such  laws  were  tyrannical  and  proved 
the  desire  of  the  Federal  leaders  for  something  like  a  mon 
archy.  The  Virginia  Resolutions,  written  by  The  Virginia  and 
Madison,  and  the  Kentucky  Resolutions,  writ- 
ten  by  Jefferson,  expressed  their  dislike  of  the  1799). 
Alien  and  Sedition  Laws.  These  Resolutions  not  only  de 
clared  the  laws  to  be  unconstitutional,  but  the  Kentucky 
Resolutions  went  so  far  as  to  say  that  a  State  might  right 
fully  nullify  any  act  passed  by  Congress  that  was  not  con 
stitutional.  Nullifying  a  law  is  declaring  it  not  binding,  and 
therefore  nullification  is. a  most  dangerous  doctrine;  for  if 
each  State  should  reserve  the  right  to  refuse  obedience  to 
any  law  which  in  its  judgment  violates  the  Constitution, 
that  document  would  in  time  be  worth  as  little  as  the  paper 
it  is  written  on,  and  the  Federal  Union  would  fall  to  pieces. 


212  HISTORY   OF  THE  UNITED   STATES 

203.  Chief  Justice  Marshall's  Influence  in  Strengthen 
ing  the  Federal  Union.— That  this  result  was  not  brought 
about  was  largely  due  to  the  influence  of  one  man.  Just 
before  going  out  of  office  in  1801,  President  Adams  ap 
pointed  John  Marshall,1  of  Virginia,  as  Chief  Justice  of  the 
Supreme  Court.  He  heartily  believed  in  the  liberal  con 
struction  of  the  Constitution,  and  for  thirty-five  years  his 
decisions  as  Chief  Justice  of  the  Supreme  Court  had  great 
influence  in  making  the  general  government  superior  to  the 
States  in  all  questions  affecting  the  common  interests  of  the 
whole  people.  It  has  well  been  said  of  him:  "He  found 
the  Constitution  paper,  and  made  it  power;  he  found  it  a 
skeleton,  and  clothed  it  with  flesh  and  blood." 

TO  THE  PUPIL 

1.  Review  the  significance  of  the  following  dates :    1492,  1588,  1689. 

Now  add  to  these  1789.  Why  is  it  significant?  Can  you  think  of 
any  reason  for  the  lack  of  national  feeling  among  the  Americans  in 
1789? 

2.  Look  up  in  Coffin's  Building  the  Nation  the  causes  of  the  French 

Revolution. 

3.  Why  was  the  entire  period  from  1789  to  1815  one  of  trial  and  anxiety 

for  the  Young  Republic?      Do  not  forget  these  dates. 

4.  Why  did  the  French  Revolutionists  maintain  that  we  should  aid  them 

in  their  war  with  England  ?  What  did  Washington  think  of  aiding 
them  ?  Was  he  right  or  wrong  ?  Give  reasons  for  your  answer. 

5.  What  difficulties  did  we  have  with  England  ?     Why  was  Jay's  treaty 

unsatisfactory  to  a  large  part  of  the  American  people  ?  Do  you  like 
it  or  not  ?  Give  reasons  for  your  answer. 

6.  Review  the  origin  of  the  Federalist  and  the  Anti-Federalist  parties. 
What  were   these   parties  now    called  ?     What  was   the  principal 
difference  between  them  ? 

7.  How  did  the  French  indicate  their  anger  about  the  Jay  treaty  ?     Ex 
plain  clearly  the  "  X  Y  Z  Papers."    What  recalled  France  from  her 
insolent  attitude  toward   the  Americans  ?      At  this  juncture   John 
Adams,  our  second  President,  was  in  office.     He  served  one  term, 
1797-1801. 

1  John  Marshall  was  a  great  American  and  left  his  impress  upon  the  government 
as  few  men  have  done.  His  personal  appearance  was  striking.  He  was  tall  and 
slender,  with  black  hair  and  small  eyes.  Simple  in  dress  and  modest  in  manner, 
his  warm  heart  won  the  truest  friendship  of  those  who  knew  him.  With  rare  grasp 
of  mind  and  greatness  of  purpose,  he  labored  to  make  the  Union  strong. 


NEW  STRUGGLE  FOR   POLITICAL   INDEPENDENCE      213 

8.  What  facts  led  the  Federalists  to  pass  the  Alien  and  Sedition  laws  ? 

What  were  these  laws  ?  What  were  the  Virginia  and  Kentucky 
Resolutions  ?  Mark  them  well.  They  were  a  significant  and 
dangerous  step  toward  the  nullification  and  secession  movements  of 
later  years. 

9.  What  kind  of  man  was  Chief  Justice  Marshall  ?  Memorize  the  quota 

tion  which  well  indicates  the  work  of  this  remarkable  man,  the 
greatest  chief  justice  we  have  ever  had. 

10.   If  you  will  read  Martineau's  Peasant  and  Prince  you  will  have  clear 
ideas  about  the  leading  facts  of  the  French  Revolution. 


SETTLEMENT  OF  THE   MISSISSIPPI   VALLEY 

204.  Thomas  Jefferson,  the  Democratic-Republican 
Leader,  becomes  President.1 — Before  beginning  to  discuss 
the  settlement  of  the  Mississippi  valley  let  us  consider  for  a 
moment  a  statesman  whose  greatest  act  was  the  purchase 
of  Louisiana,  a  large  part  of  this  valley.  That  statesman 
was  Thomas  Jefferson,  of  Virginia,  who  became  the  third 
President  (March  4,  i8oi).2  Up  to  that  time  the  national 
government  had  been  under  the  control  of  the  Federalists, 
and  many  people  believed  that  the  election  of  the  Demo- 

1  Thomas  Jefferson,  third  President  of  the  United  States  (1801-1809),  was  born 
at  Shadwell,  Virginia,  in  1743  and  died  at  Monticello,  Virginia,  July  4,  1826.    At 
seventeen  years  of  age  he  entered  the  College  of  William  and  Mary,  where  he  was  an 
earnest  student.     He  afterward  became  one  of  the  most  learned  men  of  his  times, 
being  known  as  the  "  Sage  of  Monticello."    He  was  also  a  daring  horseman  and  an 
excellent  violinist.     After  graduating  from  college  he  studied  law  and  soon  exer 
cised  a  large  influence  over  the  politics  of  his  State  and   his  country.     He  was 
elected  a  member  of  the  Continental  Congress  and,  as  chairman  of  the  committee 
to  draft  the  Declaration  of  Independence,  wrote  practically  all  of  that  remarkable 
document.     At  the  end  of  his  Presidential  term  of  office  he  retired  to  his  beautiful 
home,  Monticello,  where  he  spent  the  remaining  years  of  his  life. 

2  The  Presidential  election  for  a  successor  to  John  Adams  caused  much  bitter 
feeling  between  the  two  political  parties.     The  Federalists  cast  their  votes  for  John 
Adams  and  C.  C.    Pinckney  ;  the  Republicans,  for  Thomas  Jefferson    and  Aaron 
Burr.     As  the  two  latter  each  received  seventy-three  electoral  votes,  neither  was 
elected,  and  the  election  was  thrown  into  the  House  of  Representatives,  which,  ac 
cording  to  the  Constitution,  was  to  choose  one  of  them  for  President.     The  contest 
was  prolonged  and  exciting,  but  ended,  as  above  stated,  in  the  choice  of  Jefferson 
as  President.      Burr  became  Vice-President.     This  unfortunate  contest  resulted  in 
the  Twelfth  Amendment  to  the  Constitution,  in  accordance  with  which  the  Presi 
dential  electors  must  vote  separately  for  President  and  for  Vice-President. 


214 


HISTORY  OF  THE  UNITED  STATES 


cratic-Republican  President  would  lead  to  the  country's 
ruin.  In  this,  of  course,  they  were  greatly  in  error,  for 
Jefferson,  as  President,  moved  slowly  in  changing-  the  pol 
icy  of  the  government,  and  did  many  things  to  make  the 
general  government  stronger  than  it  had  been  before. 

205.  Jefferson's  "  Republican  Simplicity."— During  the 
eight  years  of  his  Presidency  Jefferson  wielded  a  large  per 
sonal  influence  over  the  people.  Form  and  ceremony  were 

distasteful  to  him. 
He  believed  the  Pres 
ident  should  be  sim 
ple  in  dress  and  man 
ner  and  mingle  freely 
with  the  people.  In 
his  "  red  waistcoat, 
yarn  stockings,  and 
slippers  down  at  the 
heel,"  he  presented  a 
striking  contrast  to 
the  courtly  appear 
ance  of  Washington. 
On  the  day  of  his 
inauguration  he  went 
on  foot  to  the  Capi 
tol,  in  his  ordinary 
dress,  escorted  by  a 
number  of  his  politi 
cal  friends.1  It  be 
came  his  custom, 

when  visiting  the  Capitol,  to  ride  on  a  horse,  which  he 
tied  with  his  own  hands  before  entering.  He  did  not  hold 
Jefferson  the  idol  weekly  receptions,  but  he  entertained  hospi- 
of  the  masses.  tably  and  allowed  persons  wishing  to  see  him 
to  call  at  any  time.  Though  the  Federalists  did  not  be- 


SCHOOL-HOUSE   WHERE    THOMAS    JEFFERSON 
RECEIVED    HIS    EARLY    EDUCATION. 


1  Henry  Adams,  in  Vol.  I.,  pp.  190,  191,  of  his  History  of  the  United  States, 
denies  the  truth  of  the  story  that  on  the  day  of  his  inauguration  "Jefferson  rode 
on  horseback  to  the  Capitol  and,  after  hitching  his  horse  to  the  palings,  went  in  to 
take  his  oath." 


NEW   STRUGGLE   FOR   POLITICAL   INDEPENDENCE    215 

lieve  it  best  for  men  of  all  classes  and  conditions  to  vote, 
Jefferson,  because  of  his  great  faith  in  the  people,  was  an  ad 
vocate  of  universal  manhood  suffrage.  We  need  not  be  sur 
prised,  then,  to  learn  that  he  became  the  idol  of  the  masses. 
206.  Pioneers  in  the  Mississippi  Valley  before  the 
Revolution. — We  have  seen  how  Boone,  Clarke,  Sevier, 


MONTICELLO,    THE    HOME    OF    JEFFERSON. 

and  Robertson  were  leaders  among  the  pioneers  who  went 
from  Virginia  and  the  Carolinas  across  the  mountains  be 
fore  the  Revolution  and  made  settlements  in  The  pack=horse 
Kentucky  and  Tennessee.  Their  only  roads  and  the  forest- 
were  the  forest-trail  and  the  river ;  their  only 
means  of  travel  and  transportation  the  pack-horse  and  the 
canoe.  Daring  and  full  of  the  spirit  of  adventure,  they  re 
lied  quite  as  much  upon  the  rifle  as  upon  the  axe  and  the 
hoe.  Leading  their  pack-horses  along  the  rough  mountain 
pathways,  they  built  log  huts  for  dwellings,  and  with  their 
rude  tillage  raised  a  few  vegetables  and  a  little  corn  for  food. 


2l6 


HISTORY  OF  THE  UNITED  STATES 


207.  Life  in  the  Backwoods  of  Kentucky  and  Tennes 
see  in  Pioneer  Days. — Often  the  pioneer's  cabin  was  built 
of  rough  logs  and  had  only  one  room,  with  a  ladder  reach- 
The  cabin  and  ing  to  a  loft  above,  where  the  children  slept. 
its  furniture.  Articles  of  clothing  hung  upon  pegs  that  were 
thrust  into  the  sides  of  the  house.  A  rough  piece  of 
board  resting  upon  four  wooden  legs  served  as  a  table, 
three-legged  stools  were  used  as  chairs,  and  wooden  bowls 

as  dishes.  Life  was  everywhere 
plain  and  simple,  and  society  dem 
ocratic.  Land  was  plentiful,  and 
every  head  of  a  household  had  his 
own  farm,  usually  of  about  four 
hundred  acres. 

The  settler  relied   upon  his  rifle 
for    meat.     He   dressed   much   like 
an     Indian,    often    ap- 

.The  settler.  f 

peanng  in  a  fur  cap,  a 
fringed  hunting-shirt  of  buck-skin, 
and  moccasins  and  leggings  made 
of  the  skins  of  wild 
animals.  Amusements 
took  a  practical  turn,  the  pioneers 
making  them  a  pleasurable  means 
of  getting  their  work  done.  Hence,  log-rollings,  corn- 
huskings,  and  quiltings  were  common.  After  the  work 
was  out  of  the  way  the  guests  sat  down  at  a  table  loaded 
with  an  abundance  of  such  coarse  foods  as  the  backwoods 
afforded  and  such  beverages  as  rum  and  whiskey.  Then 
followed  dancing,  wrestling,  racing,  and  various  other 
sports  calling  for  strength  and  skill. 

208.  The  Flatboat  and  the  Ohio  River. — Soon  after  the 
ordinance  of  1787  was  adopted,  and  the  fertile  region  lying 
between  the  Ohio  and  the  Mississippi  was  opened  for  set- 
Westward  tlement,  population  began  to  stream  westward. 
emigration.  Yankees  from  New  England,  Scotch  from 
New  York,  and  Germans  from  Pennsylvania  formed  the 
bulk  of  this  second  emigration  to  the  West.  This  wave  of 


Amusements. 


THOMAS    JEFFERSON. 


NEW   STRUGGLE   FOR   POLITICAL   INDEPENDENCE    217 


A    PACK-HORSE. 


migration    was   greatly 

accelerated  by  the  use  of 

the  flatboat,  which  could 

be  employed  as  soon  as 

the     Ohio    River    was 

reached.     By    means    of 

the    flatboat    the    settler 

could  carry  many  more 

goods     than     with     the 

pack-horse.       He     could 

also    travel    much    more 

rapidly,  especially  when 

going  with   the   current.     For  this   reason   it   was   natural 

that  this   westward  movement  should   follow  the   lines   of 

the  Ohio  and  the  streams  flowing  into  it  from  the  north. 

Along  their  banks  such  towns  as  Marietta,  Cincinnati,  and 

Louisville  rapidly  sprang  up. 

209.  Twofold   Use   of  Rivers. — The  rivers  were  valu 
able,  not  only  for  bringing  the  new  settlers  to  their  homes, 

but   also  as  highways  for  their  trade.     The  settlers  could 

not  profitably  carry  their  bulky  produce,  such  as  corn- 
meal,  flour,  ham,  and  ba 
con,  on  pack-horses  over 
the  mountains  to  eastern 
business  centres  ;  but  they 
could  easily  float  their 
produce  on  rafts  or  flat- 
boats  down  the  currents 
of  the  Ohio  and  Missis 
sippi  Rivers  to  New  Or 
leans.  There,  instead  of 
attempting  the  slow  and 
laborious  return  against 
the  current,  they  disposed 
of  their  cargoes  and  sold 
their  boats  as  lumber. 

The  goods  received  in 
A  HAND  CORN-MILL.  exchange  were  put  aboard 


2l8 


HISTORY  OF  THE  UNITED   STATES 


A   SWEEP- MILL. 

vessels  sailing  for  Baltimore  or  some  other  Atlantic  port, 
and  from  there  taken  over  the  mountains  to  the  Ohio  valley. 
The  roundabout  Several  months  were  required  to  make  this 
mLPtm4kTinr  roundabout  trip.  But  this  circuitous  route 
trading.  was  the  only  one  by  which  the  Westerners 

could  get  such  home  comforts  as  clothing,  furniture,  and 
other  manufactured  products.  As  the  Mississippi  was  their 
outlet  into  the  world,  their  prosperity  depended  upon  its 
free  use  for  navigation. 

210.  Napoleon's  Scheme  to  Plant  Colonies  in  the  Mif 
sissippi  Valley. — By  the  treaty   of  1763   France  had  given 

up  to  Spain  all  claim  to 
the  Mississippi  valley 
lying  west  of  the  river. 
The  dreams  of  La  Salle 
for  establishing  a  New 
France  in  America  had 
failed  to  be  realized. 
But  by  1800  Napoleon, 
who  had  become  the  all- 
powerful  ruler  of  France, 
conceived  a  similar  and 
equally  brilliant  plan. 
He  determined  to  secure 
Louisiana — which  in- 
BREAKING  FLAX.  eluded  all  the  country 


NEW   STRUGGLE   FOR   POLITICAL  INDEPENDENCE     219 

from  the  Mississippi  to  the  Rockies  between  Texas  and 
Canada — and  to  people  it  with  French  colonists.  New 
France  in  America  would  thus  be  revived,  and  the  Amer 
ican  Union  would  be  hemmed  in  between  the  Mississippi 
and  the  Atlantic. 

211.  France  Regains  Louisiana  from  Spain  (1800).— 
Napoleon  forced  Spain  to  cede  Louisiana  to  France,  and 
thus  carried  out  the  first  part  of  his  plan.  He  next  sent  an 
army  to  subdue  the  island  of  San  Domingo.  His  purpose 
was  to  make  this  island  a  base  for  his  extensive  operations 
in  the  Mississippi  valley.  But  in  this  attempt  he  met  a 
mighty  opposition.  Toussaint  L'Ouverture,  a  native  black 


AN    OHIO    RIVER    FLATBOAT. 


general,  fought  the  French  troops  with  desperate  heroism. 
Although   he  was  taken  prisoner,  yellow  fever  finished  the 
work  which  he  had  begun.     Many  thousand  French  soldiers 
perished,    and   the   island    was  not   subdued.  French  army  for 
The   army    intended    for   the  support  of  the  Louisiana  detained 
colonists   in    Louisiana   never   reached    New  at5al 
Orleans.      War   between    France  and  England    was  again 
about  to  break  out,  and  Napoleon  was  too  busy  in  Europe 
to  think  of  colonizing  America. 

212.  Alarm  in  the  United  States. — When  the  Americans 
found  that  Louisiana  had  again  passed  into  the  hands  of 
France  they  were  alarmed.  It  was  bad  enough  to  have  the 
territory  colonized  by  feeble  Spain.  It  was  far  worse  to 


220  HISTORY   OF  THE  UNITED   STATES 

have  for  a  neighbor  a  dangerous  rival  like  France.  This 
feeling  was  especially  prevalent  among  the  settlers  west  of 
the  Alleghanies.  Their  alarm  was  increased  when  they 
learned  that  the  Spanish  authorities  at  New  Orleans  had 
refused  to  let  them  float  their  products  to  that  town  and 
there  reship  them.  Closing  the  Mississippi  to  their  trade 
meant  their  commercial  ruin.  Their  indignation  was  at 
The  indignant  a  wnite  neat  anc^  they  talked  loudly  of  war. 
westerners  talk  of  They  urged  Jefferson  to  get  control  of  the 
war  with  Spain.  isknd  Qn  which  New  Orleans  stood,  and  of 

the  territory  including  the  east  bank  of  the  river  to  its 
mouth  and  extending  some  distance  eastward.  The  free 
navigation  of  the  Mississippi  would  thus 'be  assured. 

213.  The  United  States  Purchases  Louisiana  (1803).— 
President  Jefferson  therefore  sent  Monroe  over  to  France 
as  special  envoy  to  aid  Livingston,  the  American  minister,  in 
securing  West  Florida  and  New  Orleans.  It  was  an  oppor 
tune  time  for  the  Americans.  As  Napoleon  was  greatly  in 
need  of  money  for  his  war  with  England,  he  was  willing  to 
sell  much  more  territory  than  the  envoys  were  instructed 
to  buy.  The  result  was  that  we  purchased  from  France  in 
1803,  for  $15,000,000,  the  immense  Louisiana  territory,  a 
larger  area  than  the  United  States  of  that  day  contained.1 
By  this  purchase  Jefferson  was  taking  much  greater  liber 
ties  with  the  Constitution  than  the  Federalists  had  ever 
done.  His  action  was  directly  contrary  to  the  teachings  of 
his  party.  He  realized  this,  but  the  purchase  was  so  plainly 
for  the  interests  of  the  people  that  he  felt  justified  in  mak 


ing  it. 


The  purchase  proved  to  be  the  greatest  act  of  his  admin 
istration  and  had  four  important  results  :  (i)  It  kept  France 
Results  of  the  from  planting  colonies  which  would  be  our 
purchase.  near  neighbors;  (2)  it  prevented  England  from 

getting  possession  of  the  territory  by  treaty  with  France; 
(3)  it  gave  us  the  control  of  the  Mississippi  River  ;  (4)  it 
added  much  to  the  strength  of  the  national  government. 

1  Before  1803  the  area  of   the  United  States   was   827,844  square  miles.     The 
Louisiana  purchase  added  1,171,931  square  miles  to  this  area. 


NEW  STRUGGLE  FOR  POLITICAL  INDEPENDENCE      221 

Singularly  enough,  Jefferson,  the  writer  of  the  Kentucky 
Resolutions,  boldly  did  that  for  which  the  Constitution 
made  no  express  provision.  The  Federalists  Jefferson's  bold 
declared  the  purchase  to  be  unconstitutional,  action, 
and  many  people  opposed  it  on  the  ground  that  we  already 
had  territory  enough.  But  the  great  majority,  especially 
in  the  West,  warmly  applauded  Jefferson's  course. 


MAP    OP  -e 

LOUISIANA  PURCHASE 

LEWIS  &  CLARK  ROUTE, 

^         Scale  of  Miles, 
9 100 


214.  Lewis  and  Clark's  Expedition1  through  the  Loui 
siana  Territory  to  the  Pacific  (1804-1806.) — Previous  to  the 
purchase  of  Louisiana,  Jefferson  sent  to  Congress  a  mes 
sage  recommending  that  an  exploring  party  be  sent  to  the 
Pacific  Ocean.  Accordingly  a  party  of  thirty  men  under 
Lewis  and  Clark  started  from  St.  Louis  in  1804  and  trav 
elled  in  boats  to  the  head-waters  of  the  Missouri,  nearly 
three  thousand  miles  from  its  mouth.  Here  they  procured 
horses  from  some  Indians,  made  their  way  over  the  moun- 

1  In  accordance  with  Jefferson's  long  cherished  desire  this  expedition  was  de 
signed  primarily  to  explore  the  Missouri  River  to  its  source  and  then  by  the  easiest 
route  to  reach  and  explore  some  river  flowing  into  the  Pacific  Ocean. 


222  HISTORY   OF   THE   UNITED   STATES 

tains,  and  again  taking  to  boats,  floated  down  the  Columbia 
River  to  the  Pacific.  After  nearly  two  years  and  a  half, 
the  party  returned  with  a  most  interesting  account  of  their 
experiences.  Besides  giving  the  American  people  some 
Results  of  the  idea  of  the  vast  extent  and  great  wealth  of 
expedition.  ^Q  Louisiana  purchase,  Lewis  and  Clark's 

expedition  gave  the  United  States  a  basis  for  claiming  the 
Oregon  Country  some  years  later. 

215.  War  with  the  Barbary  States  (1801-1815).— In  the 
year  1801  the  attention  of  the  American  people  was  sud 
denly   drawn   toward  the   East.     The   Barbary   States   in 
cluded   the    petty   Moorish   powers  of   Morocco,  Algiers, 
Tunis,  and  Tripoli,  on  the  northern  coast  of  Africa.     For 
some  time  their  pirates  had  been  seriously  disturbing  Amer 
ican  commerce  in  the  Mediterranean.     They  captured  and 
destroyed  our  vessels,  confiscated  the  cargoes,  and-  made 
slaves  of  the  crews.     In  many  cases  largq  sums  were  paid 
to  ransom  Americans  from  slavery. 

Like  the  various  nations  of  Europe,  the  United  States  had 

been  protecting  her  commerce  by  paying  tribute  to  these 

Barbary  States.     But  the  pirates  grew    continually  more 

aggressive.     Tripoli   became  so  insolent  that 

War  with  Tripoli.     c       ,,       ,,        TT    •*      i   cu  j       i 

finally  the  United  States  declared  war  against 
that  country  (1802).  By  1805  Tripoli  was  forced  by  our 
navy  to  make  peace  and  to  stop  interfering  with  our  com 
merce.  For  some  years  the  Barbary  pirates  did  not  interfere 
with  American  vessels,  but  it  was  not  till  1815  that  their  at- 
Results  of  war  tacks  were  entirely  suppressed.  The  war  with 
with  the  Bar.  these  states  had  two  good  results:  (i)  It  forced 

Jefferson  to  increase  the  navy ;  (2)  it  was  a 
training  school  by  which  our  officers  and  seamen  greatly 
profited  in  the  War  of  1812. 

216.  Fulton's  Steamboat  and   River  Navigation. — The 
war  with  the  Barbary  States  brought  the  young  republic 
into  a  more  prominent  position  in  the  eyes  of  Europe,  and 
showed  that  the  American  spirit  would  have  to  be  reckoned 
with.     But,  important  as  the  results  were,  they  sank  into 
comparative   insignificance   when   placed   beside  an  event 


LEWIS'S    FIRST    GLIMPSE    OF   THE    ROCKIES. 
(Lewis  and  Clark  Expedition,  1804.) 


NEW  STRUGGLE   FOR   POLITICAL   INDEPENDENCE      223 

which,  at  the  time,  attracted  no  special  attention.  In  the 
year  1807  Robert  Fiuton,  after  many  trials  and  difficul 
ties,  succeeded  in  applying  steam  to  boats  as  a  motive 
power.  The  outcome  of  his  efforts  was  the  steamboat 
Clermont,  a  clumsy  affair  that  people  ridiculed  by  calling 
it"  Fulton's  Folly."  On  the  day  advertised 

i         •,     ^    •    i  ^    •      f  XT          AT       i          i  i    Tnc    'Clermont. " 

for  its  trial  trip  from  New  York,  a  large  crowd 
gathered  on  the  river  side,  expecting  to  witness  a  fail 
ure.  When  the  boat  slowly  moved  off  they  began  to  jeer, 
but  when  finally  the  success  of  the  experiment  was  no  lon 
ger  in  doubt  they  were  equally  hearty  in  their  applause. 
The  Clermont  steamed  up  the  Hudson  from  New  York  to 
Albany,  150  miles,  at  the  rate  of  nearly  five  miles  an  hour. 
.At  once  the  boat  became  a  wonder  to  the  people,  and  they 
came  many  miles  to  see  it. 

Four  years  later  (1811)  the  first  steamboat  on  Western 
rivers  was  launched  on  the  Ohio  at  Pittsburg.  As  this 
strange-looking  object  passed  down  the  Ohio  at  what  was 
then  regarded  as  wonderful  speed,  the  people  on  the  river- 
banks  were  filled  with  awe  and  fear.  The  flying  sparks, 
especially  at  night,  and  the  unusual  noise  of  the  wheels, 
made  some  of  the  more  ignorant  onlookers  believe  the  end 
of  the  world  was  near.  This  boat  was  soon  Useof  the  steam- 
followed  by  others,  and  the  great  network  of  boat  on  western 
rivers  became  thick  with  steam-driven  craft,  rlvers- 
defying  wind  and  current.  The  steamboat  was  a  great  ad 
vance  upon  the  flatboat.  Western  settlers  could  now  more 
easily  and  cheaply  reach  the  fertile  land  in  the  great  valley 
and  send  their  produce  to  good  markets.  The  steamboat 
gave  a  fresh  impulse  to  Western  migration  also.  Population 
increased  and  many  new  settlements  sprang  up. 

217.  Burr's  Conspiracy. — While  holding  the  office  of 
Vice-President,  Aaron  Burr — a  brilliant  and  villainous  man 
— killed  Alexander  Hamilton  in  a  duel,  because  Hamilton 
had  prevented  him  from  being  made  President  of  the  United 
States,  and  later  from  being  elected  Governor  of  New  York. 
Having  failed  to  satisfy  his  political  ambition  in  the  East, 
Burr  got  together  soldiers  and  adventurers  from  the  West- 


224  HISTORY   OF   THE  UNITED   STATES 

ern  States,  and  sailed  down  the  Ohio  and  the  Mississippi  to 
carry  out  some  schemes  not  yet  fully  understood.  It  is 
thought  that  his  plan  was  to  establish  a  personal  govern 
ment  in  the  Southwest,  possibly  including  the  Spanish 
possessions  in  Mexico.  In  due  time  he  was  taken  and  tried 
for  treason,  but  was  acquitted  for  lack  of  evidence.  He 
died  many  years  later,  disgraced  by  his  own  acts  and 
despised  by  the  American  people. 

TO.  THE    PUPIL 

1.  How  did  Jefferson  illustrate  his  republican  simplicity  ?    Compare  his 

ideas  of  formality  -with  those  of  Washington.  Why  would  the 
Federalists  naturally  favor  pomp  and  ceremony  on  the  part  of  the 
President? 

2.  Prepare  to  write  five  minutes  about  any  one  of  the  following  Western 

leaders  :  Boone,  Clark,  Sevier,  and  Robertson.  Describe  the  life  of 
the  pioneer  settlers. 

3.  What  advantages  had  the  natboat  over  the  pack-horse  ?    What  were 

the  two  uses  of  rivers  ?  With  your  map  before  you,  outline  the 
roundabout  trip  the  Western  settler  had  to  make  in  trading. 

4.  Napoleon  is  one  of  the  most  interesting  men  in  all  history.     Can  you 

not  look  up  some  facts  about  his  life  and  his  plans  of  conquest  ?  Any 
short  French  History  will  give  you  all  you  need.  Perhaps  after 
you  have  read  such  a  brief  sketch  you  will  wish  to  read  what  you 
can  find  about  the  great  general  in  Henry  Adams's  History  of  the 
United  States. 

5.  What  was  Napoleon's  scheme  to  plant  colonies  in  the  Mississippi 

valley  ?  Compare  this  scheme  with  La  Salle's.  In  this  connection 
review  La  Salle's  work.  In  what  respect  was  La  Salle  like 
Napoleon  ? 

6.  What  country  owned  Louisiana  at  this  time  ?    What  had  the  island  of 

San  Domingo  and  the  black  general  Toussaint  L'Ouverture  to  do 
with  Napoleon's  scheme  for  colonizing  the  Mississippi  valley? 
Why  did  the  cession  of  Louisiana  to  France  alarm  the  people  of  the 
United  States  ? 

7.  What  steps  did  Jefferson  take  which  finally  led  to  the  purchase  of 

Louisiana  ?     What  were  the  results  of  this  purchase  ? 

8.  Do  not  fail  to  get  a  clear  idea  of  the   territory   that  was  included  in 

Louisiana.     How  many  States  like  your  own  did  its  area  equal  ? 

9.  How  did  the  steamboat  aid  Western  migration  ? 

10.   Find  out  what  you  can  about  Burr's  relations  with  Hamilton.     Com 
pare  the  two  men.     What  was  Burr's  Conspiracy  ? 


NEW   STRUGGLE  FOR   POLITICAL  INDEPENDENCE      225 

II.  In  connection  with  the  study  of  Aaron  Burr,  read  Hale's  Man  With 
out  a  Country.  The  chapter  in  Shaler's  History  of  the  United 
States,  Vol.  I.,  on  the  Mississippi  valley,  is  worth  careful  reading. 


THE  WAR  OF  l8l2,  OR  THE  SECOND  WAR  OF  INDEPENDENCE 

218.  England  Claims  the  Right  to  Search  American 
Vessels  and  Impress  American  Seamen.— England  still 
continued  to  search  our  vessels  and  to  impress  into  her 
service  American  seamen.  She  claimed  that 

T-        v    u  u  T-        T   i      "  Once  an  English- 

English  seamen,  having  once  been  English  man,  always  an 
subjects,  always  remained  such ;  or,  as  the  say-  En»ll8hman-" 
ing    ran,  "  Once  an    Englishman,  always  an  Englishman.'' 
On  the  other  hand,  our  government  claimed  that  an  English- 
born  subject  could  become  an  American  by  naturalization. 

There  was  doubtless  cause  for  annoyance  on  both  sides. 
Many  English  seamen,  on  reaching  American  ports,  easily 
procured  fraudulent  naturalization  papers,  and  Fraudulent  nat- 
entered  the  American  service.     As  a  result,  an  Uraiization0 
English  captain  was  often  embarrassed  to  find  that,  after 
making  a  port  and  visiting  the  town,  he  had  no  crew  with 
which  to  put  to  sea  again.    And  why  was  American  service 
preferred  ?     Because  better  treatment  and  higher  pay  were 
received  on  American  vessels. 

The  commanders  of  English  war-ships  therefore  insisted 
upon  searching  our  vessels  and  taking  off  American  seamen 
on  the  charge  that  they  were  deserters.  English  cruisers 
hovered  about  the  more  important  American  ports,  and  in 
their  search  for  seamen  boarded  every  vessel  entering  or 
leaving  the  harbor.  Before  the  War  of  1812  began  nine 
hundred  American  vessels  had  been  searched,  and  more 
than  4,000  Americans  had  been  impressed  into  the  English 
service. 

These  insults  and  outrages  reached  their  most  irritating 
stage  in  the  attack  made  on  the  frigate  Chesapeake  by  the 
British  man-of-war  Leopard,  off  the  coast  of  Virginia.  The 
English  captain  made  a  demand  for  some  English  deserters 
who,  he  claimed,  were  on  the  American  frigate.  When 


226  HISTORY   OF  THE   UNITED   STATES 

the  American  commander  protested,  the  Englishman  fired 
a  broadside,  killing  or  wounding  twenty-one  of  the  Ameri- 
The  "Leopard"  can  crew-  The  Chesapeake,  not  being  in  a  con- 
fires  upon  the  dition  to  make  resistance,  surrendered.  She 
"Chesapeake."  wag  boarded,  and  four  of  her  crew  were  ar 
rested  for  deserters  and  taken  on  board  the  Leopard.  One 
of  these  was  afterward  hanged  as  a  deserter  and  the  other 
three,  who  were  Americans,  were  released. 

The  people  were  deeply  excited,  and  in  some  quarters 

there  was  a  clamor  for  war.     But  as  the  country  was  ill 

prepared  for  war,  Jefferson  could  go  no  further  than  to  en 

ter  a  protest,  and  warn  English  men-of-war 

Results.  . 

to  leave  American  waters.  In  return,  the 
British  Government  made  a  tardy  and  half-hearted  apol 
ogy,  but  declared  its  purpose  to  continue  the  impressment 
of  seamen. 

219.  England  and  France  Greatly  Injure  American 
Commerce  (1806-1807).—  England  and  France,  now  at  war, 
tried  to  starve  each  other  into  submission.  Each  country, 
in  her  efforts  to  injure  the  other's  trade,  seriously  crippled 
American  commerce.  During  the  early  years  of  the  war 
our  vessels  had  done  much  of  the  carrying  trade  of  the 
world,  and  our  merchants  had  been  growing  rich.  But  in 
i8o61and  1807  England  issued  her  "Orders  in  Council," 
England's  "Or-  which  forbade  neutral  vessels  to  trade  with 
ind^l^n""  France  or  her  allies.  Napoleon  retaliated  by 
"Decrees."  issuing  his  "  Decrees,"  which  placed  a  prohi 

bition  upon  all  neutral  trade  with  England.  As  nearly  all 
American  commerce  was  with  England,  France,  and  their 
respective  allies,  these  restrictions  threatened  it  with  ruin. 
If  an  American  vessel  was  bound  for  an  English  port  she 
was  liable  to  be  seized  by  the  French.  If  she  risked 
a  voyage  to  a  French  or  other  Continental  port  she  was 
liable  to  be  seized  by  an  English  man-of-war.  Thus  j 


1  "Orders  in  Council,"  issued  in  England  in  1806,  declared  that  all  the  ports 
between  Brest  and  the  Elbe  were  in  a  state  of  blockade.  In  1807  a  similar  order 
declared  all  ports  blockaded  from  which  the  British  flag  was  excluded,  and  forbade 
all  vessels  to  trade  with  France  or  any  of  her  allies. 


NEW  STRUGGLE   FOR   POLITICAL   INDEPENDENCE      227 

merchantmen  were  between  two  fires.     They  were  pretty 
certain  not  to  escape  both. 

220.  Jefferson's  Peace  Policy  and  the  Embargo  (1807). 
— With  all  his  greatness,  Jefferson  was  not  a  model  execu 
tive  in  time  of  serious  foreign  difficulties  demanding  firm 
and  vigorous  measures.  He  abhorred  war  and  believed 
that  the  same  results  could  be  accomplished  by  peaceful 
means.  He  thought  that  by  refusing  to  trade  with  Eng 
land  and  France  he  could  force  them  to  a  reasonable  and 
just  treatment  of  the  United  States.  As  an  expression  of 
his  peace  policy,  he  secured  the  passage  of  the  Embargo 
Act  (December,  1807).  This  prohibited  all  American  ves 
sels  from  leaving  the  United  States  for  foreign  ports  and 
foreign  vessels  from  taking  cargoes  out  of  American  ports. 

Jefferson  thought  that  France  and  England  stood  in 
such  need  of  our  trade  that  they  would  soon  come  to  terms 
when  deprived  of  it.  But  they  could  do  with-  Disastrous  re- 
out  our  trade  much  better  than  we,  could  do  bar^lndks"1" 
without  theirs.  Our  ships  rotted  at  the  repeal. 
wharves.  Our  commerce  was  destroyed.  New  York  and 
New  England  especially  suffered,  and  business  distress  be 
came  very  severe.  A  few  hot-headed  men  in  the  Eastern 
States  suggested  withdrawing  from  the  Union.1  The  farm 
ers  and  planters  also  suffered  greatly  because  they  could 
not  export  their  produce.  Many  of  the  Virginia  planters, 
whose  principal  source  of  wealth  was  tobacco,  were  nearly 
ruined. 

Dissatisfaction  was   so   bitter  that  Jefferson,  after  con 
siderable  urging,  consented  to  the  repeal  of  the   Embargo 
after  a  trial  of  fourteen  months.     The   Non-  Bitter  dissatisfac- 
intercourse  Act,    allowing  American    vessels  ^afof  the  *he 
to   open   trade    with    all    the    world    except  Embargo. 
France    and    England,   took   the   place    of    the    Embargo 
(i8o9).2 

1  When  New  England  commerce  was  ruined,  the  merchants  of  that  part  of  the 
country  invested  their  money  in  manufacturing. 

9  By  act  of  Congress  the  Embargo  was  removed  on  March  4,  the  day  when  Jef 
ferson's  ternr>  of  office  expired  and  Madison  succeeded  him  as  President.  James 


228 


HISTORY   OF  THE   UNITED   STATES 


221.  Tecumseh's  Conspiracy  (1811). — From  these  com- 
mercial  difficulties  we  may  now  turn  our  attention  to  In 
dian  troubles,  supposed  to  be  incited  by  England.  The  rapid 
settlement  north  of  the  Ohio  in  the  early  part  of  the  century 
made  the  Indians  of  that  region  restless  and  dissatisfied. 
General  Harrison,  who  had  been  appointed  Governor  of 
Indiana  Territory,  bought  from  some  of  the  tribes  a  tract 
of  land  on  the  Wabash  River.  Tecumseh,  an  able  Indian 

chief,  objected  to  the  sale.  A  few 
tribes,  he  said,  had  no  right  to  sell 
Tecumseh  and  land  belonging  to  the 
his  plans.  whole  Indian  race.  It 

is  quite  likely  that  he  was  encour 
aged  by  the  English  in  his  unfriendly 
feelings  against  the  Americans,  for 
it  is  thought  that  the  English  sup 
plied  the  Indians  of  the  Northwest 
with  arms  and  ammunition.  Te- 
cumseh's  plan  was  similar  to  that  or 
Pontiac.  It  was  to  unite  the  South 
ern  and  Northwestern  Indians  in 
one  great  conspiracy,  in  order  to 
drive  the  whites  back  from  the 
frontiers  and  make  the  Ohio  River 
a  permanent  boundary  between  the 
red  race  and  the  whites. 

When  General  Harrison  became  aware  of  Tecumseh's 
purpose,  he  marched  with  a  body  of  troops  against  the  Ind 
ian  town  on  the  Tippecanoe  River,  in  Indiana.  A  battle 

Madison,  fourth  President  of  the  United  States  (1809-1817),  was  born  in  King 
George  County,  Virginia,  in  1751,  and  died  in  1836.  After  he  was  graduated 
from  Princeton,  at  twenty-one  years  of  age,  he  studied  law.  Few  men  of  his  time 
did  so  much  to  bring  about  the  Federal  convention  of  1787.  He  was  one  of  the 
ablest  advocates  of  the  Constitution,  and  was  the  author  of  many  of  its  fundamen 
tal  features.  He  was  associated  with  Hamilton  and  Jay  in  writing  the  very  able 
papers  that  appeared  in  the  Federalist.  After  being  Jefferson's  Secretary  of  State, 
he  was  elected  President.  Like  Jefferson,  Madison  was  a  man  of  scholarly  attain 
ments  and  constructive  statesmanship,  but  was  not  adapted  to  the  pressing  emer 
gencies  that  must  be  met  by  the  President  of  the  United  States  in  time  of  war. 


JAMES    MADISON. 


NEW  STRUGGLE   FOR  POLITICAL   INDEPENDENCE      229 

was  fought  in  which   the   Indians  were   defeated.     Their 
power  between  the  Ohio  and  Mississippi  was  broken  for. 
ever.     It  was  at  last  decided  that  the  North-     Battle of Tippe_ 
west  Territory,  so  long  in  dispute  between     canoe  and  its  re- 
the  English  and  the  Indians  on  one  side  and     sults* 
the  Americans  on  the  other,  was  to  remain  in  possession  of 
the   United  States.     Thus  did  a  single  battle  dispose   of 
Tecumseh's  conspiracy.     The  troubles  with  England  about 
commerce  and  the  impressment  of  American  seamen  were 
much  more  serious. 

222.  Causes  of  the  War  of  1812  ;  Political  Parties.— 
Congress  expressed  a  willingness  to  repeal  the  Non-inter 
course  Acts  (May,  1810),  provided  France  and  England 
would  revoke  their  decrees  against  American  commerce. 
Napoleon,  who  had  little  regard  for  truth  when  it  stood  in 
the  way  of  his  ambition,  then  played  a  trick 

J  •        i        T  <•  i      '        •  Napoleon's  trick. 

upon  our  government  in  the  hope  of  bringing 
on  war  between  the  United  States  and  England.  He  in 
formed  us  that  he  would  revoke  his  decrees,  but  at  the 
same  time  he  sent  secret  orders  to  the  French  Admiralty  to 
continue  seizing  our  vessels.  When  the  French  emperor 
made  this  promise,  England  was  requested  to  do  likewise. 
She,  however,  would  not  consent,  because  she  knew  that 
Napoleon  was  not  acting  in  good  faith.  For  a  time  Ameri 
can  vessels  were  allowed  to  enter  French  ports  without  be 
ing  seized.  But  when  a  goodly  number  were  within  reach, 
the  French  swooped  down  upon  them  and  confiscated  them 
and  their  cargoes. 

England  believed  that  Americans  were  favoring  France, 
and  therefore  vexed  and  irritated  them  more  than  ever  be 
fore.  Her  war-ships  lay  in  wait  along  the  en-  increasing  trouble 
tire  eastern  coast  of  the  United  States  and  with  England. 
captured  many  of  gun.  merchantmen.  Bitterness  toward 
England  increased.  It  seems  pretty  clear  that  the  United 
States  had  as  much  ground  for  going  to  war  with  the  one 
country  as  with  the  other.  But  we  were  too  weak  to 
go  to  war  with  both  of  them,  and  the  stronger  of  the  two 
political  parties,  which  had  always  sympathized  with 


230  HISTORY  OF  THE   UNITED   STATES 

France,  wished  for  war  with  England  rather  than  with 
France. 

The  Federalist  party  included  most  of  the  commer. 
cial  classes  and  the  wealthy  business  men  of  the  country. 
They  were  strong-  in  New  England  and  were  closely 
Attitude  of  the  allied  in  trade  with  England.  They  believed 

^8\Powi"dawaarr"  that  the  war  was  needless  and  wicked.  They 
with  England.  asserted  that  in  making  it  the  United  States 
was  really  strengthening  Napoleon  in  his  ambitious 
schemes  in  Europe.  This  was  true.  On  the  other  hand, 
the  Democratic-Republicans  were  largely  made  up  of  the 
agricultural  classes  in  the  South  and  West.  The  Western. 
ers  in  particular  cherished  bitter  memories  of  England's 
Indian  policy  during  the  Revolution,  and  were  eager  for  a 
war  with  that  country.  The  young  leaders,  Henry  Clay, 
of  Kentucky,  and  John  C.  Calhoun,  of  South  Carolina, 
thought  that  such  a  war  would  result  in  the  speedy  con 
quering  of  Canada.  Later  on,  as  we  shall  see,  the  attempt 
to  conquer  Canada  became  a  leading  feature  of  the  war. 

Finally,  on  June   18,  1812,  war  was  declared,  although 

New  England   hotly  opposed    it.     This  opposition  led  to 

great  difficulty  in  securing  the  necessary  loans  for  carrying 

on  the  war,  because  a  large  part  of  the  money 

War  declared.  ..  •        i        i         j         x  XT          T^ 

in  the  country  was  in  the  hands  of  New  Eng 
land  business  men,  who  refused  to  loan  it  to  the  govern 
ment. 

223.  The  British  and  the  American  Navies. — When  the 
war  began  the  United  States  was  not  prepared  for  it.  The 
Democratic-Republicans  had  never  favored  a  navy.  More 
over,  Jefferson  had  been  so  bent  on  paying  off  the  national 
debt  that  he  had  used  all  his  influence  against  building  a 
strong  navy.  The  land  forces  were  without  proper  equip 
ment,  good  discipline,  or  competent  officers.  England's 
navy  contained  about  1,000  vessels,  many  of  them  belonging 
to  the  largest  and  most  powerful  class.  It  was  greater  than 
the  combined  navies  of  the  rest  of  the  world.  To  match 
this,  the  United  States  navy  contained  only  twelve  war-ves 
sels,  none  of  them  large,  but  all  well  built  and  the  best  of 


NEW  STRUGGLE  FOR   POLITICAL  INDEPENDENCE      231 

their  class.  There  was  small  hope  that  this  little  navy  could 
do  much  when  fighting  against  the  "  Mistress  of  the  Seas." 
But  as  soon  as  war  was  declared,  the  American  vessels  gal 
lantly  started  out  in  search  of  the  enemy. 

224.  Fight  Between  the  Constitution  and  the  Guer- 
riere  (1812). — The  first  sea  fight  of  importance  was  between 
the  Constitution,  commanded  by  Captain  Isaac  Hull,  and  the 
English  man-of-war  Guerrtire,  which  were  thought  to  be 
about  equal  in  fighting  strength.     Within  a  half-hour  the 
Americans  won  a  splendid  victory.     They  thoroughly  dis 
abled  the  English  vessel,  so  that  she  had  to  be  destroyed 
where  she  lay  at  the  end  of  the  fight.     The  Constitution  was 
practically  unharmed,  and  lost  in  killed  and  wounded  only 
fourteen  men.     The  Guerrtire  lost  one  hundred.     This  naval 
duel  took  place  (August  19,  1812)  in  less  than  three  months 
after  war  was  declared.     By  reason  of  this  and  later  vic 
tories,  the  people  afterward  proudly  named  the  Constitution 
"  Old  Ironsides." 

225.  Superiority  of  Americans  in  Naval  Battles. — In 
twenty  years  of  fighting  with   France,  England   had  lost 
only  five  vessels.     In  about  six  months  of  fighting  in  the 
War  of  1812  she  lost  every  one  of  the  six  vessels  that  fought 
with  the  Americans.    Europe  was  amazed.    England  was,  of 
course,  chagrined ;  but  Americans  were  carried  away  with 
enthusiasm.     Their  gallantry  on  the  sea  showed  that  they 
had  lost  none  of  the  national  spirit  shown  by  them  in  the 
days  of  the  Revolution.     The  British  officers  and  seamen 
were  so  accustomed  to  winning  victories  that  they  had  be 
come  careless  in  their  training  and  discipline.    The  marvel 
lous  success  of  the  Americans  was  due  to  better  seaman 
ship,  more  accurate  gunnery,  and  the  superior  construction 
of  their  vessels. 

But  our  victories  did  not  prevent  the  immense  English 
navy  from  blockading  our  coast.  Smarting  under  repeated 
defeats  when  she  had  counted  on  certain  vie-  Engllsh  war-vcs. 
tory,  England  transferred  a  good  part  of  her  seis  blockade  our 
navy  to  American  waters.  Whenever  one  of  C0a8t* 
our  war-vessels  entered  a  harbor,  several  British  vessels 


232  HISTORY  OF   THE   UNITED   STATES 

hovered  near  to  prevent  her  escaping-  to  sea  again.     As  a 

consequence,    during    the    last  half  of  the  war  the  larger 

American  vessels,  shut  in  by  this  blockade,  could  not  engage 

in  fighting.     But  American  privateers  inflicted 

Privateers.  » 

great  loss  on  English  commerce.  During  the 
war  about  2,500  British  merchant  vessels  were  captured  by 
American  privateers.  These  privateers  were  New  Eng 
land  vessels  that  were  prevented  by  war  from  engaging  in 
commerce.  But  while  we  were  successful  on  the  sea,  we 
were  not  so  successful  on  land. 

226.  War    in    the  Northwest    (1812-1813). — It  will  be 
remembered  that  one  of  the  leading  purposes  of  the  war 
(see  par.  222)  was  to  invade  and  conquer    Canada.     With 
this  aim   in  view  General  William  Hull  started  from  De 
troit  into  Canada.     He  was  soon  driven  back  and  forced  to 
surrender  at    Detroit    with    his    entire    force  (August  16, 
I8I2).1     A  little  later  the  English  captured  Fort  Dearborn, 
now  Chicago.     Instead  of  our  securing   Canada  it  looked 
very  much  as  if  the  British  would  get  control  of  all  the  ter 
ritory   north  of  the  Ohio.     To  prevent  this,  General  Har 
rison  was  sent,  early  in  the   winter   of   1813,  to  drive  the 
British   troops   out  of   Detroit,  but  his  advance  force  was 
obliged  to  surrender  at  the  River  Raisin,  where  the  Indians 
cruelly  massacred  the  wounded  prisoners. 

227.  Perry    Wins    a    Brilliant    Victory   on  Lake  Erie 
(September  10,  1813). — Before  the  English  could  come  into 
effective  control  of   the   Northwest,    it    was  necessary  for 
them    to  command  Lake   Erie.     To  prevent  this,  Captain 
Oliver  H.  Perry,  a  naval  officer  twenty-eight  years  old,  was 
sent  there  to  build  and  man  a  fleet.     With  remarkable  en- 
Perry's  remark-      ergy    and  perseverance    he    cut   down   trees, 
able  energy.  constructed  vessels  of  green  timber,  and  got 
together  men  whom  he  trained  for  the  severe  struggle  they 
were  to  engage  in.     Some  of  his  best  men  were  Rhode 
Island  seamen  and  Kentucky  riflemen. 

1  People  were  indignant  at  Hull  for  his  surrender  and  accused  him  of  cowardice. 
Although  he  was  tried  by  court-martial  and  sentenced  to  be  shot,  the  sentence  was 
never  executed.  It  now  seems  clear  that  General  Hull  was  an  innocent  man. 


AMERICAN    SEAMEN    BOARDING   THE    FROLIC. 
The  engagement  between  the  Wasf  and  the  Frolic— War  of  1812, 


NEW  STRUGGLE  FOR    POLITICAL  INDEPENDENCE    '233 

On  September  10,  1813,  the  British  fleet,  commanded  by 
Captain  Barclay,  a  veteran  officer,  hove  in  sight.  There 
was  little  difference  in  the  strength  of  the  two  fleets.  The 
British  had  six  vessels  with  sixty-three  guns,  and  the  Amer 
icans  had  nine  vessels  with  fifty-four  guns;  but  while  the 
enemy's  vessels  were  larger,  their  guns  were  smaller.  By 
concentrating  their  fire  upon  Perry's  flagship,  Lawrence, 
the  British  completely  disabled  her.  Only  Perry  and  eight 
of  his  men  were  left  unharmed.  It  was  a  su- 

, ,  111  His  bravery. 

preme  moment.  Most  men  would  have  sur 
rendered.  He  boldly  entered  a  rowboat  and,  standing  up, 
flag  in  hand,  rowed  straight  for  the  Niagara,  another  vessel 
of  his  fleet.  Although  the  British  directed  their  fire  upon 
the  little  boat,  Perry  reached  the  Niagara  without  injury. 
He  then  renewed  the  battle  with  great  vigor,  and  in  fifteen 
minutes  compelled  the  English  captain  to  strike  his  colors. 

This  was  the  first  time  in  history  that  an  entire  English 
fleet  was  captured.  It  was  a  brilliant  victory.  Taking  out 
of  his  pocket  an  old  letter,  Perry  wrote  on  the  back  of  it 
his  celebrated  dispatch  to  General  Harrison :  "  We  have 
met  the  enemy  and  they  are  ours."  General  Harrison  at 
once  attacked  and  defeated  the  land  forces  at  the  Thames 
River  (October  5,  1813).  These  two  victories  put  the 
Americans  in  entire  control  of  Lake  Erie  and  saved  the 
Northwest. 

228.  Threefold  Attack  of  the  British  in  1814.— In  the 
Northwest  neither  side  had  made  any  decided  gain  when 
invading  the  other's  territory.  This  was  equally  true  of 
the  fighting  farther  east,  where  the  Americans  failed  at  Ni 
agara  River,1  and  the  English  at  Fort  Erie.  Having  de 
feated  Napoleon  in  Europe,  England  now  had  more  soldiers 
and  seamen  for  the  war  in  the  United  States.  Accordingly, 
she  decided  to  invade  American  territory  from  the  north, 
on  the  old  Burgoyne  route,  and  to  enter  the  Mississippi 

1  Under  the  lead  of  General  Scott  and  General  Brown,  the  bloody  battles  of 
Chippawa  and  Lundy's  Lane  were  fought  and  won  just  west  of  Niagara  River, 
on  Canadian  soil.  As  the  United  States  troops  had  to  retreat  across  the  Niagara 
River,  these  victories  were  of  no  immediate  advantage. 


234'  HISTORY  OF  THE   UNITED   STATES 

on  the  south  and  capture  New  Orleans.  At  the  same  time 
attacks  were  to  be  made  at  various  points  along  the  eastern 
coast,  so  as  to  keep  the  inhabitants  in  that  quarter  in  a  state 
of  fear  and  doubt.  By  making  this  threefold  attack,  the 
English  expected  to  prevent  the  Americans  from  concen 
trating  at  any  point. 

229.  McDonough's  Victory  on  Lake   Champlain. — To 
ward  off  the  attack  from  the  north,  the  Americans  had  a 
squadron  under  Commodore   McDonough  on  Lake  Cham- 
plain,  and  a  land  force  of  1,500  at  Plattsburg  on  the  lake 
shore.    .  The  English  also  had  a  fleet  on  the  lake  and  an 
army  of    14,000  on  land.     Although  the  English  fleet  was 
stronger  in  men  and  guns,  McDonough,  in  about  two  hours, 
gained  a   decided  victory,  and  captured  all  the  larger  ves 
sels  belonging  to  the  English  fleet.     As  soon  as  the  news  of 
the  battle  reached  land,  the  English  army  beat  a  hasty  re 
treat  (September    u,    1814).     This  invasion,  in  its  purpose 
and  failure,  recalls  that  of  Burgoyne  in  1777. 

230.  The    British    Capture  Washington  and    Attack 
Baltimore  (1814). — In  August  (1814)  a  British  fleet  sailed 
into  Chesapeake  Bay  and  landed  an  army  which  marched 
against  Washington.     They    reached  Bladensburg,    six  or 
seven  miles  from  Washington,  before  they  met  with  any 
opposition.     Here  General  Winder,  an  incompetent  com 
mander,    with   a  body   of  Americans  composed  largely  of 
untrained  and  ill-supplied  militia,  made  a  short,  feeble  re 
sistance  and  fled  in  confusion.     The  British  then  marched 
into  Washington,  almost  capturing  President  Madison  him 
self.     Here  they  disgraced  their  victory  by  destroying  the 
Capitol  and  other  government  buildings.    After  a  few  days 
they  sailed  for  Baltimore,  where    they    were    bravely    re 
pulsed,  with  the  loss  of  General  Ross,  their  commander.1 

1  When  the  British  were  marching  against  Washington,  they  seized  and  carried 
off  a  friend  of  Francis  S.  Key.  As  soon  as  Key  heard  of  the  capture  he  took  steps 
to  secure  the  release  of  the  prisoner.  President  Madison  gave  assistance  by  order 
ing  that. a  vessel  be  placed  at  the  disposal  of  Key.  General  Ross  consented  to  the 
release  of  Key's  friend,  but  insisted  that  Key  should  be  detained  until  after  the  at 
tack  upon  Baltimore.  During  the  night  of  attack  Key  could  see,  by  the  glare  of 
the  firing  guns,  the  "  Star- Spangled  Banner  "  waving  over  Fort  Mclienry.  But 


NEW   STRUGGLE  FOR  POLITICAL  INDEPENDENCE      235 

The  British  fleet  visited  many  points  of  the  Virginia 
and  Carolina  coast,  burning  bridges,  farm-houses  and  vil 
lages,  and  carrying  off  crops,  stocks,  and  slaves  belonging  to 
the  inhabitants.  They  also  maintained  a  strict  blockade  all 
along  the  coast  from  Maine  to  Georgia. 

231.  War  with   the   Creek  Indians  (1814). — Tecumseh, 
when    planning     his   conspiracy     in    the    Northwest,    had 
aroused  against  the  Americans  the  powerful  Creek  Indians, 
occupying  territory  now  included  in  Georgia  and  Alabama. 
Like  the  Indians  north  of  the  Ohio,  they  saw  the  whites 
getting  control  of  their  hunting-grounds  and  killing  their 
game.     Believing  this  time  of  war  to  be  a  favorable  oppor 
tunity  for  getting  back  their  lands,  the  Creeks  planned  an 
attack.     They    captured    Fort    Mimms,  near   Mobile,  and 
cruelly  slaughtered  some  400  men,  women,  and  children  in 
the  garrison  (summer  of  1813).     Andrew  Jackson,  with  men 
from  Tennessee,  Georgia,  and  Mississippi,  marched  against 
the  Creeks,  and,  after  defeating  them  several  times,  won  a 
decisive  victory  over  them  at  Horseshoe  Bend,  on  the  Tal- 
lapoosa   River,   in  eastern  Alabama  (March,   1814).     This 
battle  so  broke  the  power  of  the  Creeks  that  they  were 
obliged  to  abandon  much  of  their  territory  and  go  farther 
west. 

232.  Battle  of  New  Orleans  (1815).— The  British  wished 
to  get  possession  of  New  Orleans,  in  order  to  control  the 
trade  of  the  Mississippi  and  the  territory  of  Louisiana  after 
the  close  of  the  war.     As  their  success  here  would  give 
them   a  great  advantage  over   the   Americans,  they   sent 
against  New  Orleans  12,000  veterans  who  had  fought  in 
Wellington's  army. 

The  success  of  the  expedition,  which  was  in  command 
of  skilful  generals,  seemed  well-nigh  certain.  Andrew  Jackson's 
But  Andrew  Jackson,  who  was  put  in  com-  preparations. 
mand  of  the  Americans  at  New  Orleans,  proved  himself 

toward  morning,  when  the  firing  ceased,  he  was  in  an  agony  of  suspense  to  learn 
whether  or  not  our  flag  yet  floated  in  triumph  over  the  fort.  After  finding  that  the 
"  flag  was  still  there,"  he  gave  expression  to  his  deep  feeling  in  "The  Star-Spangled 
Banner,"  a  part  of  which  he  hastily  penned  on  the  back  of  a  letter. 


236  HISTORY  OF  THE  UNITED  STATES 

equal  to  the  emergency.  When  he  found  that  the  enemy 
were  close  at  hand,  he  began  with  unbounded  energy  to 
prepare  for  the  defence  of  the  city.  After  arming  even  free 
colored  men  and  convicts,  he  could  number  only  half  as 
many  men  as  the  English. 

But  with  his  army  strongly  posted  behind  fortifications, 
he  awaited  the  final  assault,  which  was  made  January  8, 
1815.  The  British  gallantly  advanced,  but  they  were 
mowed  down  in  hundreds  by  the  terrible  cannonade  oppos 
ing  them.  It  was  chiefly  an  artillery  battle,  the  main  Brit 
ish  column  not  arriving  within  fair  musket  range.  The 
British  lines  could  not  advance  in  the  face  of  such  fearful 
slaughter.  In  twenty-five  minutes  they  had  lost  their  com* 
mander,  General  Pakenham,  and  2,600  men  killed  and 
wounded,  or  more  than  one-fifth  of  their  army.  The  Amer 
icans  lost  only  twenty-one.  Here,  as  in  all  the  fighting  on 
Bloody  repulse  of  land  and  sea,  the  superiority  of  the  American 
the  British.  gunnery  was  noteworthy.  In  fact,  through 

out  the  war  the  Americans  were  unmistakably  ahead  of 
the  English  in  intelligence  and  quickness  of  movement. 

We  more  fully  appreciate  the  telegraph  and  subma 
rine  cable  when  we  learn  that  this  battle,  so  terrible  in  loss 
of  life,  was  fought  two  weeks  after  the  treaty  of  peace  had 
been  agreed  upon.  Communication  in  those  days  was  so 
slow  that  the  news  of  Jackson's  victory  (January  8,  1815) 
did  not  reach  Washington  until  February  4.  News  of  the 
treaty  of  peace  reached  New  York  a  week  later.  The 
Result  of  the  battle,  therefore,  did  not  in  any  way  affect  this 
battle-  treaty.  But  it  did  revive  the  confidence  of 

the  American  people  in  the  military  ability  of  their  soldiery 
when  under  competent  leadership. 

233.  The  Hartford  Convention  (December,  i8i4-Janu- 
ary,  1815). — From  the  outset  New  England  Federalists  had 
New  England's  been  much  opposed  to  the  war.  As  it  pro- 
dissatisfaction,  gressed,  their  opposition  became  bitter.  At 
first  the  government  had  not  only  appointed  weak  command 
ers,  but  all  along  it  had  poorly  managed  the  finances,  It  had 
not  protected  the  New  England  coasts  from  British  attack. 


NEW  STRUGGLE   FOR   POLITICAL   INDEPENDENCE      237 

and  to  New  England  merchants  it  had  seemed  indifferent 
about  furnishing  such  protection.  Commerce  was  practi 
cally  ruined,  and  there  was  much  business  distress. 

New  England  had  bravely  done  its  part  in  carrying  on 
the  war,  Massachusetts  having  furnished  much  more  than 
its  share  of  men  and  money,  but  the  Federalists  in  New 
England  had  no  confidence  in  President  Madison  and  his 


OLD    STATE   HOUSE,    WHERE   THE   HARTFORD   CONVENTION    MET. 

government.  At  length  they  called  together  the  Hartford 
Convention,  which  met  at  Hartford,  in  December,  1814. 
All  the  meetings  were  secret,  and  the  peo-  The  people  greatly 
pie  throughout  the  country  were  greatly  ex-  excited. 
cited  about  the  possible  outcome.  Democratic-Republi 
cans  openly  charged  the  members  with  plotting  to  break  up 
the  Union  and  to  form  a  separate  government. 

As  the  proceedings  were  not  published,  nobody  knows 
all  that  the  Convention  did.  It  did,  however,  take  a  bold 
and  dangerous  step  toward  the  dissolution  of  what  the  Hartford 
the  Union,  by  recommendiag  that  the  pro-  convention  did. 
ceeds  of  the  national  taxes,  collected  in  each  New  England 
State,  should  be  reserved  by  it  to  pay  troops  for  its  own 
defence.  This  recommendation  was  extremely  unwise.  It 


238  HISTORY  OF  THE   UNITED   STATES 

sounded  much  like  the  Virginia  and  Kentucky  Resolutions 
of  1798  and  1799.  The  Hartford  Convention  was  a  great 
political  blunder.  It  killed  the  Federalist  party. 

234.  Treaty  of  Peace  and  Results  of  the  War  (Decem 
ber  24,  1814). — The  treaty  of  peace  was  agreed  upon  De 
cember  24,  1814.  No  mention  was  made  of  impressment  of 
seamen  and  the  unjust  interference  with  our  commerce  by 
the  English  navy.  But  the  war  put  a  stop  to  both  evils, 
and  had,  in  addition,  three  results:  (i)  It  showed  the  supe 
riority  of  American  seamanship ;  (2)  it  gave  the  United 
States  a  position  of  respect  and  honor  among  the  nations  of 
the  world ;  (3)  it  led  the  Americans,  who  had  been  for  so 
many  years  cut  off  from  the  manufactured  goods  of  Europe, 
to  build  mills  and  factories  for  themselves  and  thus  become 
more  independent  of  European  manufactures  than  ever  be 
fore.  Well  may  this  war  be  called  the  Second  War  of  Inde 
pendence.  In  the  Revolution  Americans  fought  for  inde 
pendence  of  England;  in  the  War  of  1812  they  fought  for 
independence  of  Europe. 

TO   THE  PUPIL 

1.  What   complaints   did  we  make  against  England    about   searching 

American  vessels  and  impressing  American  seamen  ?    What  com 
plaints  did  England  enter  against  us  ? 

2.  How  did  England  and  France  injure  American  commerce  ?    What  was 

Jefferson's  purpose  in  securing  the  passage  of  the  Embargo  Act  ? 
What  was  the  Embargo  ?     How  did  it  affect  American  commerce? 

3.  Why  was  there  more  commerce  carried  on  in  New  England  than  in 

the  South  ?     Why  was  the  Embargo  Act  repealed  ? 

4.  James  Madison,  our  fourth  President,  was  inaugurated  March  4,  1809, 

and  served  two  terms,  1809-1817.     Name  in  order  the  three  Presi 
dents  who  preceded  him. 

5.  What  led  to  Tecumseh's  conspiracy  ?    What  were  the  results  of  the 

battle    of  Tippecanoe  ?     What   had   Tecumseh's  conspiracy  to  do 
with  our  trouble  with  England  ? 

6.  What  was  Napoleon's  trick,  and  how  did  its  success  lead  to  increasing 

trouble  with  England  ?     Why  did  the  Federalists  oppose  a  war  with 
England  ?     Why  did  the  Democratic-Republicans  favor  such  a  war  ? 

7.  Subject  for  debate  :  Resolved  that  in  1812  we  should  have  gone  to  war 

with  France  rather  than  with  England. 


NEW  STRUGGLE  FOR  POLITICAL  INDEPENDENCE      239 

8.  Why  had  we  so  small  a  navy  in  1812  ?    Compare  it  with  the  English 

navy  at  that  time. 

9.  Give  an  account  of  the  fight  between  the  "  Constitution  "  and  the 

"Guerriere."  How  great  was  the  success  of  the  American  navy  in  the 
first  six  months  of  the  war  ?  How  do  you  account  for  this  success  ? 

10.  What  disasters  fell  upon  our  armies  in  the  Northwest  in  1812-13  ? 

What  led  to  the  battle  of  Lake  Erie  ?  Imagine  yourself  with  Perry 
during  the  battle,  and  write  to  a  friend,  giving  an  account  of  your 
experiences.  What  were  the  results  of  Perry's  victory  ? 

11.  What  was  the  threefold  plan  of  attack  made  by  the  British  in  1814  ? 

Give  the  results  of  McDonough's  victory  on  Lake  Champlain. 

12.  What  was  the  object  of  the  British  in  trying  to  capture  New  Orleans  ? 
•     Give  the  results  of  the  battle.     In  what  ways  were  the  Americans 

superior  to  the  English  in  this  and  in  other  battles  of  the  war  ? 

13.  Why  were  New  England  Federalists  bitterly  opposed  to  the  Em 

bargo  ?  How  was  their  dissatisfaction  increased  during  the  war  ? 
What  recommendation  did  the  Hartford  Convention  make  ?  Com 
pare  this  recommendation  with  the  Kentucky  and  Virginia  resolu 
tions  of  1798  and  1799.  You  observe  that  even  in  1814  true  national 
feeling  was  not  strong  and  deep  in  the  United  States.  Name  three 
results  of  the  war. 

14.  Learn  well  the  story  of  The  Star-Spangled  Banner's  origin  and  then 

memorize  the  poem.  Read  again  and  again  Drake's  American  Flaer 
and  Holmes's  Old  Ironsides. 


DEVELOPMENT  WEST  OF  THE  ALLEGHANIES 

235.  Purchase  of  Florida. — At  the  close  of  the  Revolu 
tion  Florida  had  passed  into  the  hands  of  Spain.  During 
the  War  of  1812  the  Spaniards  were  in  sympathy  with  the 
English,  and  allowed  them  to  build  forts  in  Florida  and  to 
arm  the  Seminole  Indians  living  there.  This  TheSeminoie 
unfriendly  attitude  of  the  Spaniards  embit-  Indians  protect 
tered  the  Southern  States.  Moreover,  many  runaway slaves- 
slaves,  escaping  from  Georgia  and  Alabama,  fled  into  the 
swamps  and  morasses  of  Florida,  and  there  found  protec 
tion  among  the  Seminole  Indians,  with  whom  they  married 
and  lived. 

The  slave-owners  often  followed  in  search  of  their  slaves, 
and  for  years  carried  on  a  kind  of  border  warfare.  As  Spain 
did  not  set  matters  right,  General  Andrew  Jackson  was 


240  HISTORY  OF  THE  UNITED   STATES 

sent  down  (1817)  with  a  body  of  troops.     Jackson  acted 
with  his  usual  decision  and  energy.     He  hanged  two  Ind 
ian  chiefs,  and  two  Englishmen  whom  he  ac- 

Jackson  in  Florida.  ,       ,  .        ...          ,i_      o         •        i  TT 

cused  of  inciting  the  Semmoles.  He  captured 
Pensacola  and  established  a  garrison  there.  These  acts 
were  open  war  against  Spain,  but  trouble  was  avoided  by 
Q.UJ  buying  Florida.  The  purchase  was  made  in  1819,  for 
$5,000,000.  The  territory  was  more  than  twelve  times  the 
size  of  Connecticut.1 

236.  The  Monroe2  Doctrine  (1823). — Having  watched 
the  United  States  win  independence  from  England  and 
then  become  strong  and  prosperous,  Mexico  and  the  other 
Spanish  colonies  in  America  rose  in  revolt  against  Spain. 
One  after  another  they  declared  their  independence  and 
set  up  republics  of  their  own.  Spain  was  unable  of  herself 
Spain  and  the  to  enforce  authority,  and  looked  for  aid  to  the 
••Hoiy  Alliance.-  « Holy  Alliance."  This  alliance  had  been 
formed  in  1815,  after  the  downfall  of  Napoleon,  by  Russia, 
Austria,  and  Prussia.  Its  purpose  was  to  prevent  the  peo 
ple  of  any  European  monarchy  from  overthrowing  the  gov 
ernment,  as  the  French  people  had  done  during  the  French 
Revolution.  From  the  American  standpoint,  if  the  great 
European  powers  should  begin  to  interfere  with  the  coun 
tries  of  America,  they  might,  by  obtaining  a  foothold  here, 
endanger  the  welfare  of  the  United  States. 

The  experiment  of  twenty-five  years  of  struggle  between 
the  United  States  on  the  one  hand  and  England  and  France 

1  The  area  of  Connecticut,  being  4,990  or  approximately  5>°°°   square  miles, 
makes  a  very  convenient  unit  of  measurement.     It  will  hereafter  be  so  used  in 
many  cases. 

2  James  Monroe,  fifth  President  of  the  United  States   (1817-1825),  was  born 
in  Westmoreland   County,  Virginia,  in    1758,  and  died   in    1831.      Soon  after  his 
student  life  began  at  the  College  of  William  and  Mary,  he  was  called  away  to 
active   service  in  the  Revolution.      He  fought  bravely  at    Trenton,  Brandywine, 
Germantown,  and  Monmouth.      He  filled  many  high  stations  in  his  country's  ser 
vice,  not  only  at  home,  where  he  was  a  member  of  the  Continental  Congress,   and 
later  of  the  Senate  under  the  Constitution,  but  abroad,  where  he  was   minister  to 
France,  England,  and  Spain.     After  being  Secretary  of  State  under  Madison,  he 
was  elected  President.     In  all  his  public  service  he  proved  himself  a  patriotic  and 
upright  citizen. 


NEW   STRUGGLE   FOR   POLITICAL  INDEPENDENCE      241 

on  the  other  had  culminated  in  the  War  of  1812.  We, 
had  thus  learned  the  wisdom  of  keeping  out  of  European 
entanglements.  We, had  learned,  also,  the  wisdom  of  man 
aging  our  own  affairs  without  the  intervention  of  England, 
France,  or  any  other  European  country.  President  Mon 
roe,  therefore,  in  a  message  to  Congress  at  The  "Monroe 
this  time,  declared  (i)  that  we  would  take  no  Doctrine." 
part  in  European  wars;  (2)  that  we  would  not  interfere 
with  any  European  colonies  already  established  in  America; 
(3)  but  that  any  attempt  on  the  part 
of  a  European  nation  to  interfere 
with  the  independence  of  an  Ameri 
can  state  would  be  regarded  as  an 
unfriendly  act.1  This  statement  of 
our  position  gave  expression  to  the 
general  American  sentiment  which 
has  since  become  known  as  the 
"  Monroe  Doctrine." 

It  was  a  strong  position  to  take, 
but  the  valor  of  Perry  on  Lake  Erie, 
of  McDonough  on  Lake        Results  of  the 
Champlain,  of  Jackson        ••Monroe 
at  New  Orleans,  and  of        Do<*rin*-" 
the  American  sailors  on  the  sea,  had  JAMES  MONROE. 

won  the  respect  and  admiration  of 

Europe.  The  Holy  Alliance  wisely  refrained  from  med« 
dling  with  American  affairs;  a  precedent  was  established; 
and  the  Monroe  Doctrine  has  ever  since  been  the  settled 
policy  of  the  United  States. 

237.  The  National  Road. — The  Monroe  Doctrine  prac 
tically  settled  the  foreign  policy  of  the  United  States ;  but 
there  remained  a  question  at  home  which  appeared  almost 
to  defy  solution.  From  early  colonial  times  two  obstacles 

1  We  find  a  similar  sentiment  expressed  in  Washington's  Farewell  Address, 
from  which  the  following  is  quoted:  "The  great  rule  of  conduct  for  us  in  regard 
to  foreign  nations  is,  in  extending  our  commercial  relations,  to  have  with  them  as 
little  political  connection  as  possible.  .  .  It  is  our  true  policy  to  steer  clear 

of  permanent  alliances  with  any  portion  of  the  foreign  world." 


242  HISTORY   OF   THE   UNITED    STATES 

had  stood  in  the  way  of  westward  migration.  These  were 
the  Indians  and  the  natural  barriers  to  travel  and  transporta- 
TWO  obstacles  to  tion.  By  the  overthrow  of  Tecumseh's  con- 
westward  migra-  spiracy  in  the  Northwest  and  of  the  Creeks  in 
the  Southwest,  the  power  of  the  Indians  in  the 
eastern  part  of  the  Mississippi  River  had  been  broken. 

This  vast,  fertile  area  was  now  open  to  migration. 
People  from  New  England  and  the  Northern  States  be 
gan  to  move  westward  in  large  and  increasing  numbers. 
The  steamboat  greatly  aided  this  westward  movement,  but 
The  steamboat  the  steamboat  was  of  use  only  on  the  rivers 
and  the  pack-  and  lakes.  It  was  necessary  for  men  and  all 
kinds  of  movable  property  to  pass  over  wide 
stretches  of  country  through  which  navigable  rivers  did 
not  flow.  The  pack-horse  of  early  days  needed  only  a  path 
through  the  woods,  but  the  emigrant  called  for  a  roadway 
to  connect  the  East  and  the  West.  Hence  the  "National 
Road,"  beginning  on  the  banks  of  the  Potomac,  at  Cumber 
land,  Maryland,  was  undertaken  at  national  expense. 

The  first  contract  was  let  in  iSn.  By  1820  the  road 
was  extended  over  the  mountains  to  Wheeling,  where  it 
connected  with  the  steamboats  on  the  Ohio.  The  original 
purpose  was  to  build  this  road  to  the  Mississippi.  But  by 
the  time  it  reached  Illinois  (1838)  the  coming  of  the  rail 
road  made  its  farther  extension  unnecessary.  It  helped 
much  in  furthering  emigration  and  westward  growth.  For 
the  construction  and  repair  of  this  road  Congress  spent 
nearly  seven  million  dollars. 

238.  The  Natural  Boundary  Line  Between  Freedom 
and  Slavery.— Nature  had  decreed  that  the  large  plantation 
should  have  no  place  in  the  North.  Mason  and  Dixon's 
Line  and  the  Ohio  River  formed  the  convenient  and  natural 
boundary  line  between  the  free  and  the  slave  States  as  far 
west  as  the  Mississippi  River. 

North  of  that  line  slaves  were  of  use  mainly  as  house 
hold  servants.  It  was  thought  that  other  kinds  of  work 
could  be  done  with  greater  profit  by  white  labor.  In  all 
this  northern  area,  therefore,  there  were  comparatively  few 


NEW  STRUGGLE  FOR   POLITICAL  INDEPENDENCE      243 


slaves.  But  south  of  that  line  the  soil  and  climate  were 
favorable  to  the  growth  of  cotton,  rice,  sugar,  and  tobacco. 
The  successful  cultivation  of  these  great  slavery  in  the 
staples  called  for  an  abundance  of  cheap  North  and  in  the 
labor  always  at  hand  when  needed.  Slavery  Soutn- 
fulfilled  these  conditions.  Moreover,  it  was  assumed  that 
the  negroes,  if  set  free,  would  not  work,  and  hence  slavery 
seemed  to  the  Southern  planter  necessary  for  his  highest 
prosperity.  Since  the  freeing  of  the  slaves,  this  assumption 
has  been  shown  to  be  incorrect,  but  it  was  none  the  less 
believed  in  the  South  before  the  Civil  War. 

239.  The  Question  of  the  Extension  of  Slavery  into 
the  Louisiana  Territory. — Before  the  Louisiana  Purchase, 
then,  soil  and  climate  seem  to  have  largely  decided  what 
should  be  the  line  separating  freedom  from  slavery.  Seven 
of  the  thirteen  original  States  were  free  and  six  were  slave, 
but  the  admission  of  new  ones  had  been  so  planned  that  in 
1819  there  were  eleven  standing  for  freedom  and  the  same 
number  for  slavery.  In  this  way  each  section  had  an  equal 
vote  in  the  Senate.  In  the  House  of  Repre-  The  south  eager 
sentatives  the  North,  having  grown  in  popu- 
lation  much  faster  than  the  South,  had  by  Senate. 
1819  a  much  larger  vote.1  If,  however,  the  South  could 
maintain  an  equality  in  the  Senate,  legislation  unfriendly 

1  REPRESENTATION    IN    CONGRESS    IN    l82O. 


No. 

Free  States. 

Ad 
mitted. 

Sen 
ate. 

House 
of  Rep. 

No. 

Slave  States. 

Ad 
mitted. 

Sen 
ate. 

House 
of  Rep. 

I 
2 

Pennsylvania.  .  . 
New  Jersey 

1787 
1787 

2 
2, 

23 

6 

I 
2 

Delaware  
Georgia  

1787 
1788 

2 
2 

2 

6 

3 

4 
5 

Connecticut.  .  .  . 
Massachusetts.  . 
New  Hampshire 

1788 
1788 
1788 

2 
2 
2 

7 
13 
6 

3 

4 

g 

Maryland  
South  Carolina 
Virginia 

1788 
1788 
1788 

2 
2 
2 

9 
9 
23 

6 

New  York  
Rhode  Island.. 
Vermont 

1788 
1790 
I7QI 

2 

2 
2 

27 

2 

6 

6 

7 
8 

North  Carolina 
Kentucky  
Tennessee  .... 

1789 
1792 
1796 

2 
2 

2 

13 

10 

6 

Q 

Ohio 

1803 

2 

6 

Louisiana 

1812 

2 

i 

IO 

Indiana 

1816 

2 

i 

JO 

Mississippi    .  . 

1817 

2 

i 

II 

Illinois 

1818 

2 

i 

1  1 

Alabama 

1818 

2 

i 

12 

Maine  

1820 

2 

7 

12 

Missouri  

1821 

2 

i 

12 

Free 
c  

24. 

IOC 

12 

Slave 

24. 

82 

244 


HISTORY   OF  THE  UNITED   STATES 


Attitude  of  the 
North  and  the 
South  toward 
slavery  in  Mis 
souri. 


to  slavery  could  be  prevented,  and  to  this  end  the  slave- 
holders  were  ready  to  put  forth  all  their  energy. 

240.  The  Missouri  Compromise  (1820).— In  1818  Mis 
souri,  a  part  of  the  Louisiana  Purchase,  applied  for  admission 
into  the  Union.  The  first  State  admitted  from  this  purchase, 
Louisiana,  had  come  in  as  a  slave  State  in  1812,  but  it  was 
far  south  of  the  line  dividing  freedom  and  slavery  as  al 
ready  established.  Missouri,  however,  lay  partly  north  of 
this  dividing  line  and  partly  south. 
The  Northern  people  claimed  that  as 
Congress  had  control 
of  the  Territories  it 
had  a  constitutional 
right  to  decide  whether 
they  should  be  free  or  slave.  The 
Southern  people,  on  the  other  hand, 
insisted  that  each  State  had  a  consti 
tutional  right  to  decide  this  question 
for  itself. 

When  applying  for  admission  the 
people  of  Missouri  had  requested 
that  they  might  have  slavery.  It 
happened  that  about  the  same  time 
Maine  wished  to  be  admitted  as  a 
free  State.  The  slaveholders,  there 
fore,  refused  to  allow  Maine  to  enter  the  Union  unless 
Missouri  should  be  admitted  as  a  slave  State.  The  strug 
gle  was  long  and  bitter.  At  last,  largely  through  the  in 
fluence  of  Henry  Clay,  an  act  known  as  the  "  Missouri 
Compromise  "  was  passed,  which,  for  the  time,  settled  the 
difficulty. 

This  compromise  had  two  provisions:  (i)  Missouri  was 
to  come  into  the  Union  as  a  slave  State  ;  (2)  all  the  remain- 
The  two  provis-  ing  territory  in  the  Louisiana  Purchase,  north 
of  the  parallel  of  36°  30',  or  the  southern 
boundary  of  Missouri,  was  to  be  forever  free. 
Maine  was  admitted  as  a  free  State  in  1820,  and  Missouri  as 
a  slave  State  in  1821,  making  twelve  free  and  twelve  slave 


HENRY    CLAY,       THE   GREAT 
PEACEMAKER." 


ions  of  the  Mis 
souri  Compro 
mise. 


NEW  STRUGGLE  FOR  POLITICAL  INDEPENDENCE      245 

States.  It  was  supposed  that  the  slavery  difficulty  was  for 
ever  settled.  "Forever"  in  this  case  meant  only  about 
twenty-five  years. 

241.  The  Erie  Canal  (I8I7-I825).1— Transportation  over- 
land,  from  east  to  west,  by  means  of  wagons  and  draught 
animals  was  slow  and  expensive.     Some   better  means  of 
travel  and  communication  between  the  Altantic  coast  and 
the  Mississippi    valley   had  therefore  become  a  necessity. 
This  necessity  suggested  to  the  thoughtful  mind  of  DeWitt 
Clinton  the  building  of  a  canal  to  connect  the  Great  Lakes 
with  the  eastern  seaboard.     So  in  1817,  through  his  untir 
ing  energy,  a  large  body  of  laborers  began  the  task  of  dig 
ging  the  Erie  Canal. 

It  extended  from  Buffalo,  on  Lake  Erie,  to  Albany,  on 
the  Hudson,  a  distance  of  three  hundred  and  sixty-three 
miles.  As  Lake  Erie  is  nearly  six  hundred  feet  higher  than 
the  level  of  the  Hudson,  and  as  the  canal  had  Difficulties  in 
to  pass  through  forests  and  over  rivers,  many  building  the  canal. 
people  looked  upon  the  scheme  as  a  foolish  venture.  By 
way  of  ridicule  they  called  the  canal  "  Clinton's  Ditch." 
But  Clinton's  perseverance  overcame  all  opposition,  and 
the  Erie  Canal  was  ready  for  use  in  1825.  It  was  built 
at  the  expense  of  the  State  of  New  York,  and  was  easily 
paid  for  by  tolls  levied  on  boats  and  goods  passing 
through  it. 

242.  Results  of  the  Construction  of  the  Erie  Canal.— 
The  results  of  constructing  the  Erie  Canal  surpassed  the 

1  The  Erie  Canal  was  opened  in  the  autumn  of  1825,  the  first  year  of  John  Quincy 
Adams's  administration.  John  Quincy  Adams,  the  son  of  John  Adams  and  the  sixth 
President  of  the  United  States  (1825-1829),  was  born  at  Braintree,  Massachusetts, 
in  1767,  and  died  in  1848.  After  graduating  from  Harvard  he  began  the  study  of 
law.  His  public  service  was  long  and  distinguished.  He  was  not  only  American 
minister  to  Holland,  Portugal,  England,  Prussia,  and  Russia,  but  was  one  of  the 
American  peace  commissioners  at  the  close  of  the  War  of  1812.  After  serving  with 
signal  ability  as  Monroe's  Secretary  of  State,  he  was  elected  to  the  presidency.  As 
President  he  was  unpopular  and  made  many  enemies.  But  the  greatest  part  of  his 
caieer  began  when  he  entered  the  national  House  of  Representatives  in  1831.  Here 
he  became  the  anti-slavery  statesman  of  his  time.  His  fearlessness  won  the  admira 
tion  of  friend  and  foe  alike.  He  remained  a  member  of  the  House  until  1848, 
when  he  fell  dead  in  the  Capitol.  He  was  well  called  the  "  Old  Man  Eloquent." 


246 


HISTORY  OF   THE   UNITED    STATES 


highest  expectations,  even  of  Clinton,  (i)  Cost  of  transpor 
tation  was  reduced.  Before  the  canal  was  in  use  $10  was 
paid  for  carrying  a  barrel  of  flour  from  Buffalo  to  Albany 
by  wagon.  By  canal-boat  the  expense  was  reduced  to 
thirty  cents  per  barrel.  (2)  Since  the  canal  made  travel 
easier  and  less  expensive,  it  increased  migration  westward. 
Before  the  building  of  the  New  York  Central  Railroad  it 
carried  thousands  of  emigrants.  (3)  All  along  the  canal 
towns  and  cities  rapidly  grew  up,  so 
that  New  York  soon  became  the 
most  populous  State  in  the  Union. 
(4)  It  greatly  stimulated  the  devel 
opment  of  New  York  city,  which 
shortly  became,  as  it  has  since  re 
mained,  the  chief  commercial  city  in 
the  country.  (5)  By  largely  reduc 
ing  the  freight  charges  for  transpor 
tation  of  goods  it  made  the  food 
produced  on  Western  farms  much 
cheaper  in  the  East,  and  for  the  same 
reason  it  caused  manufactured  goods 
from  the  East  and  imported  goods 
from  Europe  to  sell  for  lower  prices 
in  the  West.  It  therefore  increased 
the  wealth  of  both  the  East  and  the  West. 

243.  Internal  Improvements. — The  National  Road  and 
the  Erie  Canal  were  a  part  of  an  extensive  system  of  inter 
nal  improvements  which  were  of  great  service  in  develop 
ing  the  West  and  connecting  it  with  the  East.  This  system 
included  not  only  the  building  of  roads  and  canals,  but  the 
improvement  of  rivers  and  harbors.  Some  of  these  roads 
and  canals  were  built  by  private  enterprise  and  some  by 
TWO  ways  of  tne  separate  States.  The  cost  of  building 
making  internal  and  keeping  them  in  repair  was  met  by  toll 
improvements.  charges.  Many  people  believed  that  Con 
gress  had  a  right  to  make  internal  improvements  at  the  ex 
pense  of  the  whole  people.  Many  others  insisted  that  such 
improvements  should  be  made  by  private  companies  or  by 


JOHN  QUINCY  ADAMS,  THE 
ANTI-SLAVERY  STATES 
MAN. 


NEW  STRUGGLE  FOR  POLITICAL  INDEPENDENCE      247 

the  separate  State  governments.  These  last  urged  that  the 
" general  welfare"1  of  the  people  was  not  served  by  build 
ing  roads  and  canals  and  by  improving  rivers  and  harbors, 
which  directly  benefited  limited  areas  only.  They  there 
fore  argued  that  such  works  should  not  be  undertaken  by 
the  general  government  at  national  expense. 

This  was  the  view  of  those  who  gave  a  strict  construc 
tion  to  all  parts  of  the  Constitution.  Madison,  Monroe, 
and  Jackson  were  of  this  party.  Those  who  gave  a  broad 
construction  to  the  Constitution  said  that  this  power  was 
implied  in  the  following  clause :  "  The  Congress  shall  have 
power  to  make  all  laws  which  shall  be  necessary  and  proper 
for  carrying  into  execution  the  foregoing  powers,  and  all 
the  powers  vested  by  the  Constitution  in  the  government  of 
the  United  States"  (Article  I.,  Section  8,  Clause  18).  This 
has  rightly  been  called  the  "  Elastic  Clause."  The  «•  Elastic 
The  "  River  and  Harbor  Bill,"  passed  every  clause." 
year  for  the  improvement  of  rivers  and  harbors  in  all 
parts  of  the  country,  shows  that  Congress  to-day  gives  a 
liberal  construction  to  the  Constitution. 

244.  New  Problems  and  a  New  Political  Party. — The 
best  way  of  making  internal  improvements  was  a  new 
problem  for  the  people  to  solve,  but  there  were  other  prob 
lems  equally  difficult.  The  Alien  and  Sedition  laws  had 
seriously  injured  the  Federalist  party;  the  The  era  of  good 
Hartford  Convention  had  killed  it,  leaving  feeling. 
the  Democratic-Republicans  as  the  only  political  party  in 
the  country.  From  1817  to  1825,  during  Monroe's  adminis 
tration,  this  singular  condition  of  affairs  prevailed,  and  this 
period  has  ever  since  been  known  as  the  "  Era  of  Good 
Feeling." 

But  the  new  problems  that  soon  presented  themselves 
led  to  the  rise  of  a  new  political  party  and  involved  three 
pressing  and  vital  questions:  (i)  Shall  inter-  Three  pressing 
nal  improvements  be  made  by  Congress  at  questions, 
national  expense  ?  (2)  Is  the  United  States  Bank  constitu 
tional?  (3)  Is  the  true  policy  of  the  country  a  tariff  for 

1  See  preamble  of  the  Constitution. 


248  HISTORY   OF   THE    UNITED  STATES 

revenue  only  or  a  high  tariff  for  the  protection  of  home 
industries?  The  Democrats,  as  the  Democratic-Repub 
licans  now  began  to  call  themselves,  believed  in  leaving 
internal  improvements  to  private  enterprise  or  to  State 
governments.  They  regarded  the  Bank  of  the  United 
States  as  unconstitutional.  They  favored  a  low  tariff. 

The  new  party  wished  internal  improvements  to  be 
made  at  national  expense,  approved  the  United  States 
The  National  Re-  Bank,  and  urged  that  a  high  protective  tariff 
publican  party.  was  for  tne  frGSt  interests  of  the  people.  Be 
cause  this  new  party  favored  the  strengthening  of  the  na 
tional  government  in  these  three  ways  it  was  called  the 
National  Republican  Party. 

TO  THE  PUPIL 

1.  James  Monroe  was  now  President,  serving  two  terms,  1817-1825. 

2.  What  difficulties  led  to  the  purchase  of  Florida  ? 

3.  What  was  the  Holy  Alliance,  and  what  was  its  connection  with  the 

Monroe  Doctrine  ?  Name  the  three  main  provisions  of  this  Doctrine. 
Try  to  understand  clearly  the  meaning  of  the  Monroe  Doctrine.  It 
will  come  up  again  later. 

4.  Before  the  purchase  of  Louisiana,  what  was  the  natural  boundary  line 

between  free  and  slave  territory?  Explain  how  soil  and  climate 
favored  slavery  south  of  Mason  and  Dixon's  Line  and  the  Ohio 
River. 

5.  Why  was  the  South  eager  to  maintain  in  the  Senate  an  equality  with 

the  North?  What  difficulty  was  settled  by  the  Missouri  Com 
promise  ?  What  was  this  Compromise  ? 

6.  Review  what  has  been  said  about  the  pack-horse,  the  flat  boat,  the 

steamboat,  and  the  National  Road.  In  what  way  did  the  Erie  Canal 
supplement  these  ?  Do  not  be  satisfied  until  you  know  well  the  re 
sults  of  constructing  this  canal,  especially  the  last  one  named  in  the 
text. 

7.  John  Quincy  Adams,  who  served  for  one  term,  1825-1829,  was  now 

President. 

8.  What  was  meant  by  internal  improvements  ?   Why  were  they  greatly 

needed  at  this  time  ?  What  two  views  were  held  as  to  the  best  way 
of  making  internal  improvements  ? 

9.  You  see  you  are  again  face  to  face  with  the  two  opposite  views  of  the 

true  meaning  of  the  Constitution.  What  were  these  views  ?  What 
is  the  "  Elastic  Clause  "  ? 


NEW  STRUGGLE  FOR  POLITICAL   INDEPENDENCE      249 

IQ.  What  were  the  new  political  problems,  and  what  the  pressing  ques 
tions  they  involved  ?  What  was  the  new  political  party,  and  how 
did  it  answer  each  of  these  questions  ?  How  did  the  Democratic 
party  answer  them  ? 

11.  In  this  connection  you  might  well  review  what  you  have  already 

studied  about  political  parties.    You  will  recall  two  great  mistakes 
made  by  the  Federalist  party.     Make  frequent  use  of  the  index. 

12.  Read  Washington's  Farewell  Address  and  the  message  containing 

the  Monroe  Doctrine. 


CHAPTER    XVI 

JACKSONIAN    DEMOCRACY   AND    THE    WEST   (1829-1841) 

REFERENCES:  Scribner's  Popular  History  of  the  United  States,  IV.;  An- 
drews's  United  States,  I.;  Burgess's  Middle  Period;  Wright's  Children's 
Stories  of  American  Progress ;  Wilson's  Division  and  Reunion ;  Coffin's  Build 
ing  the  Nation;  Richardson's  History  of  Our  Country. 

OUTSIDE  READINGS  :  Schouler's  United  States,  III.  and  IV. ;  Rhodes's  The 
United  States,  I.;  Wilson's  A  History  of  the  American  People,  IV.;  Sumner's 
Andrew  Jackson;  Lodge's  Daniel  Webster;  Von  Hoist's  John  C.  Calhoun; 
Schurz's  Henry  Clay;  Morse's  John  Quincy  Adams;  Johnston's  American 
Orations  (Webster  and  Hayne);  Bolton's  Famous  American  Statesmen;  Teft's 
Webster  and  His  Masterpieces. 

FICTION :  Eggleston's  Hoosier  Schoolmaster ;  Eggleston's  Graysons. 

245.  Character  of  Andrew  Jackson.1 — The  six  Presi 
dents  that  preceded  Jackson  came  from  Virginia  or  Massa 
chusetts.  They  were  all  men  of  culture  and  stood  for  what 
was  best  in  the  social  life  of  New  England  and  the  South. 
Andrew  Jackson  was  of  a  different  type.  He  represented 
the  frontier  life  of  the  West. 

His  education  had  been  meagre,  but  he  was  a  man  of 
much  ability  and  of  strong  and  forceful  character.  He  was 
a  natural  leader  of  men  and  had  occupied  many  positions  of 
trust  in  the  community  in  which  he  lived.  His  unbounded 

1  Andrew  Jackson,  seventh  President  of  the  United  States  (1829-1837),  was 
born  in  Union  County,  North  Carolina,  in  1767,  and  died  at  his  home,  "The  Her 
mitage,"  near  Nashville,  in  1845.  When  only  fourteen  years  old  he  joined  the 
American  force  under  Sumter.  After  the  Revolution  he  began  to  study  law.  At 
the  age  of  twenty-nine  he  removed  to  Nashville  and  soon  became  prominent  in  pub 
lic  life-.  He  was  elected  to  the  national  House  of  Representatives,  and  later  to  the 
Senate.  In  1814  he  was  appointed  major-general  in  the  United  States  army  and 
in  this  position  won  the  brilliant  victory  at  the  battle  of  New  Orleans.  On  account 
of  his  obstinate  will  his  friends  called  him  "  Old  Hickory." 

250 


JACKSONIAN   DEMOCRACY  AND   THE   WEST          251 


faith  in  his  own  convictions  caused  him  to  commit  some 
errors  as  President.  But  he  was  always  sincere  and  in 
tensely  patriotic.  He  was  loyal  to  his  friends,  but  severe 
upon  his  enemies.  His  personal  prejudices  and  his  jealousy 
for  the  nation  were  so  intense  that  he  regarded  those  dis 
agreeing  with  him  as  not  only  enemies  to  himself  but  to  his 
country. 

His  genuine  interest  in  the  welfare  of  the  people  cannot 
be  questioned.  During  the  eight  years  of  his  Presidency 
(1829-1837)  his  influence  upon  the 
course  of  events  was  a  A  man  of  the 
personal  one.  He  was  people, 
in  a  true  sense  a  man  of  the  people, 
who  cheerfully  followed  wherever 
he  led. 

246.  The  Spoils  System.— When 
Jackson  became  President  he  desired 
to  reward  those  political  friends  who 
had  worked  faithfully  for  his  elec 
tion.  Moreover,  he  believed  in  the 
rights  of  the  people,  and  did  not 
deem  it  democratic  to  allow  any  set 
of  men  to  remain  long  in  office  to  the 
exclusion  of  others  just  as  worthy. 

He  therefore  decided  to  adopt 
the  more  democratic  principle  of 
"rotation  in  office."  "  To  the  victors  belong  the  spoils," 
was  his  motto.  He  accordingly  turned  out  of  office  two 
thousand  postmasters1  and  other  officials, 

i.i  •       A.  i  •  Rotation  in  office. 

although  their  work  was  in  no  way  con 
nected  with  politics.  Jackson  appointed  his  own  follow 
ers  to  positions  which  he  had  made  vacant  by  removal. 
He  appointed  them  because  they  were  his  followers  and 
not  because  they  had  a  special  fitness  for  the  official  work 
they  were  to  do.  This  was  the  introduction  into  national 

1  During  the  forty  years  from  1789  to  1829,  there  had  been  only  74  removals, 
or,  on  an  average,  less  than  two  a  year.  Of  these,  Washington  had  made  9  ;  John 
Adams,  10 ;  Jefferson,  39 ;  Madison,  5  ;  Monroe,  9 ;  John  Quincy  Adams,  2. 


ANDREW   JACKSON. 

The   Union !     It    must   and 
shall  be  preserved .'" 


252  HISTORY   OF   THE   UNITED   STATES 

politics  of  the  "  Spoils  System."  The  system,  until  1883, 
had  full  sway  in  the  country,  and  has  had  a  most  demoral 
izing  influence  on  the  political  life  of  the  nation. 

247.  "  A  Tariff  for  Revenue  with  Incidental  Protec 
tion." — It  will  be  remembered  that  during  the  time  of  the 
Embargo  and  the  War  of  1812   the  country,  being  cut  off 
from  foreign  trade,  was  obliged  to  build  its  own  mills  and 
factories  to  produce  whatever  manufactured  goods  were 
needed  for  home  use.     As  the  streams  flowing  down  New 
England  hillsides  furnished  excellent  water-power,  the  busi 
ness  men   of    that  region   gradually  invested  their  capital 
in  manufacturing  instead  of  commerce.     Until  1816  duties 
had  been  levied  on  goods  from  foreign  countries  mainly  for 
revenue  to  pay  the  expenses  of  the  national  government. 
These  duties  furnished  only  incidental  protection  to  Ameri 
can  manufacturers.     Such  a  system  of  duties  is  called  "a 
tariff  for  revenue  with  incidental  protection." 

248.  A  Protective  Tariff. — After  the  war  closed,  how 
ever,  and  trade  was  resumed  with  foreign  countries,  pur 
En  Hsh  goods  in     markets  became  flooded  with  foreign  goods, 
American   mar-     especially  from  England.    Labor  was  so  much 

cheaper  in  England  than  in  this  country  that 
her  merchants  could  sell  goods  to  the  United  States  at  a 
lower  price  than  American  manufacturers  could  afford  to 
sell  them. 

OUT  manufacturers  naturally  called  for  a  higher  tariff  on 
the  goods  that  could  be  made  to  advantage  in  American 
mills  and  factories.  These  imported  goods  would  then 
cost  so  much  in  the  United  States  that  the  American  manu 
facturer  could  afford  to  undersell  the  foreigner  and  still 
make  a  profit.  Such  a  tariff  is  said  to  encourage  home  in 
dustries,  or  to  protect  American  manufacturers  from  for 
eign  competition.  It  is  therefore  called  a  protective  tariff. 

249.  South    Carolina  Objects   to  a  High    Protective 
Tariff. — The  first  protective  tariff  was  laid  in  1816.     It  was 
too  moderate.     The  duties  were  so  low  that  foreign  mer 
chants  could  pay  them  and  still  fill  our  markets  with  their 
goods.     The  New  England  manufacturers  could  not  thrive 


JACKSONIAN   DEMOCRACY  AND   THE  WEST  253 


under  such  conditions  and  urged  Congress  to  raise  the 
duties.  These  were  therefore  gradually  in-  The  high  tariff  of 
creased  until  the  high  tariff  of  1828  was  passed.  l828- 

The  industrial  conditions  of  the  South  were  so  different 
from  those  of  the  North  that  manufacturing  had  no  place 
there.     The  people  of  the  South  were  almost    Slaver  andthe 
exclusively  employed  in  raising  on  their  plan-    four  great  staples 
tations  the  four  great  staples:  rice,  sugar,  cot 
ton,  and  tobacco.     The  slaves  were  not  intelligent  enough 
to    be  employed    in    manufacturing.     They  were   adapted 
only  to  agricultural  labor.     Such  a 
difference    in    industrial    conditions 
between  the  North  and  the  South 
was    decidedly    unfortunate.      The 
conflicting  business  interests  of  the 
two  sections  brought  about  a  seri 
ous  disagreement  in   regard  to  the 
tariff  system. 

The  Southern  people  had  to  buy 
all    the    manufactured    goods    they 
used,  and   naturally  wished  to  buy 
them   at  as  low  prices  as  possible. 
They  claimed  the  right   The  south  desires 
to    import     foreign    lree  trade- 
goods    free    from    duty.      In    other 
words,  they   wished   free  trade,   or 
freedom    to    seek,    without   govern 
ment    restrictions,    any    foreign    market.     The    people    of 
South  Carolina  claimed  that  a  protective  tariff  made  them 
poorer  and  the   New  England   manufacturers  richer,  and 
that  it  was  therefore  sectional  and  unfair. 

250.  Calhoun  and  Nullification  (1831-1832).— John  C. 
Calhoun,  of  South  Carolina,  Vice-President  during  most  of 
Jackson's  first  term,  and  an  able  statesman,  was  the  leader 
of  his  State  in  this  memorable  struggle  over  the  tariff.  He 
declared  that  inasmuch  as  the  tariff  enriched  the  Northern 
manufacturers  at  the  expense  of  the  South,  it  was  sectional 
and,  therefore,  unconstitutional. 


JOHN  C.  CALHOUN,  THE  DE 
FENDER  OF  SLAVERY  AND 
STATE  RIGHTS. 


254  HISTORY   OF    THE  UNITED   STATES 

His  theory  was  that  of  the  Kentucky  and  Virginia  Reso 
lutions.  It  declared  that  the  States  were  superior  to  the 
caihoun  believes  Union  and  that  each  was  its  own  master,  or 
in  state  Rights  practically  a  sovereign  nation.  According  to 

•nd  Nullification.      ^    j^    ^   ^^^    ^    Qn}y    &    loose.jointed 

confederacy,  and  South  Carolina  had  a  right  to  decide  lor 
itself  whether  or  not  laws  passed  by  Congress  were  con 
stitutional.  This  was  the  doctrine  of  State  Rights.  He 
believed,  also,  that  the  State  could  nullify,  or  declare  not 
binding  in  its  own  territory,  any  law  which  it  decided  to 
be  unconstitutional.  This  was  the  doctrine  of  Nullification. 

251.  New  England  Manufacturers  and  the  Protective 
Tariff.— On  the  other  hand,  the  manufacturers  of  New  Eng 
land  and  of  other  Northern  States  vigorously  maintained 
that  a  protective  tariff  would  benefit  the  whole  country  in 
the   following   ways  :  (i)    It  would  provide   a   revenue  to 
defray  the  expenses  of  the  Government ;  (2)  it  would,  by 
making  wages  higher,  better  the  condition  of  workingmen ; 
(3)  it  would  furnish  a  home  market  for  the  products  of  the 
farm  ;  (4)  it  would  cause  a  greater  diversity  of  interests  in 
the  United  States  and  would  thus  make  the  country  more 
independent  of  foreign  nations,  especially  in  time  of  war. 

252.  Webster  and  the  Union. — About   the    same   time 
there    was   in    the    United    States   Senate   a   great    debate 
between  Daniel  Webster,  of  Massachusetts,  and  Robert  Y. 
Hayne,  of  South  Carolina,  over  the  public  lands.     This  de 
bate  was  a  part  of  the  controversy  between  the  North  and 
the  South  about  the  true  meaning  of  the  Constitution.  Web 
ster,  like  Hamilton,   believed  in  a  strong    Federal  Union, 
supreme  in   matters    concerning  the  interests  common  to 
all  the  people.     He  saw  clearly  that  a  Union  composed  of 
States  with  the  right  to  nullify  at  pleasure  any  laws  passed 
by  Congress  must  in  time  break  down,  just  as  the  Confed- 
webster  believes    eration  had  after  the  close  of  the  Revolution. 
£^eno^he    He  therefore  insisted  that,  under  the  Consti- 
states.  tution,  the  State  governments  were   inferior 
to  the  Federal  government.     According  to  his  idea,   the 
United  States  was  a  nation  with  supreme  authority  over 


JACKSONIAN   DEMOCRACY   AND   THE  WEST  255 


the  States,  and  he  summed  up  his  views  in  those  glowing 
words  that  to-day  should  inspire  us  with  lofty  patriotism : 
"  Liberty  and  Union,  now  and  forever,  one  and  insepa 
rable." 

253.  Jackson's  Feeling  Toward  Nullification.— In  the 
meantime   there    was    much    excitement    over    the    tariff 
agitation.     The  South  Carolina  people,  knowing  Jackson's 
opposition  to  a  high  protective  tariff,  were  eager  to  find 
out    the    President's    feeling    about 

the  position  their  State  was  taking. 
They  invited  him  to  a  dinner  in 
Washington,  and  called  upon  him 
for  a  speech  on  a  toast 

r    ,   .  ,          .  Jackson's  toast. 

of  his  own  selection. 
He  startled  them  by  proposing  this 
toast:  "  Our  Federal  Union:  it  must 
be  preserved."  Although  he  did 
not  like  the  tariff,  yet  as  the  head 
of  the  Federal  Union  he  meant  to 
enforce  its  laws.  At  another  time, 
when  asked  by  a  member  of  Con 
gress  from  South  Carolina  whether 
he  had  any  message  for  his  friends 
in  that  State,  he  said :  "  Please  give 
my  compliments  to  my  friends  in 
your  State,  and  say  to  them  that  if  a  single  drop  of  blood 
shall  be  shed  in  opposition  to  the  laws  of  the  United 
States,  I  will  hang  the  first  man  I  can  lay  my  hands  on 
engaged  in  such  treasonable  conduct."  In  this  struggle  for 
the  Union,  Jackson  was  nobly  supported  by  Thomas  H. 
Benton,  a  prominent  Senator  from  Missouri. 

254.  South  Carolina  and  State  Rights. — In  1832  an  at 
tempt  was  made   to  pour  oil  upon  the  troubled  waters  by 
adopting  a  new  protective  tariff,  lower  and  therefore  less 
objectionable  to  the   South    than  the  tariff  of  1828.      But 
South   Carolina,  being  opposed  to  the  principle  of  protec 
tion,  was  still  dissatisfied. 

Accordingly,  a  State  convention  was  called  (1832)  which 


DANIEL   WEBSTER. 

;  Liberty  and  Union,  now  an. 
ever,  one  and  inseparable." 


256  HISTORY   OF   THE   UNITED    STATES 

declared  that  the  tariff  acts  of  1828  and  1832  were  null  and 
void,  and  prohibited  the  collection,  after  a  certain  date 
(February  i,  1833),  of  duties  under  these  laws  in  the  ports 
south  Carolina  °^  South  Carolina.  It  threatened  that,  in  case 
declares  the  tariff  the  United  States  should  try  to  enforce  the 

acts  null  and  void.    tarjff  lawg  jn   gouth    Carolina>  ghe  WQuld   whh_ 

draw  from  the  Union  and  organize  a  separate  government. 
When  Jackson  received  the  news  of  the  action  of  the  South 
Carolina  Convention  he  was  filled  with  indignation.  Rais 
ing  aloft  his  right  arm,  he  exclaimed:  "The  Union!  It  must 
and  shall  be  preserved !  Send  for  General  Scott!  "  Troops 
and  war-vessels  were  at  once  sent  to  Charleston  with 
orders  to  collect  duties  upon  all  imported  goods  entering 
the  harbor. 

Through  Clay's  influence,  however,  Congress  enacted  a 
compromise  measure,  gradually  lowering  the  duties.  Un- 
The  compromise  ^er  tn*s  gradual  reduction,  the  tariff,  at  the 
with  south  caro-  end  of  ten  years,  would  not  be  far  removed 
from  a  tariff  for  revenue  only.  But  the 
prompt,  energetic  action  of  the  President  was  an  object- 
lesson  to  the  nation.  We  should  remember  with  gratitude 
the  unflinching  devotion  of  Daniel  Webster  and  Andrew 
Jackson  to  the  Union  at  this  critical  time. 

255.  Jackson  and  the  United  States  Bank.— The  first 
United  States  Bank  was  planned  and  chartered  by  Alex 
ander  Hamilton1  for  twenty  years  (1791  to  1811);  and  the 
second  one  also  received  a  charter  for  the  same  number  of 
years  (1816  to  1836).  It  was  to  receive  all  revenue  and 
other  public  money  and  to  pay  this  out  as  needed  by  the 
government.  Its  friends,  the  National  Republicans,  main 
tained  that  it  made  the  paper  currency  safer  and  more 
uniform  throughout  the  United  States.  Jackson  declared  it 
was  unconstitutional :  that  it  enriched  its  managers  at  the 
expense  of  the  people,  and  was  therefore  not  democratic : 
that  its  funds  were  used  in  politics  to  reward  its  friends  and 
to  injure  its  enemies. 

1  This  bank  was  an  important  feature  in  Hamilton's  scheme  for  giving  the  na 
tional  government  a  firm  financial  footing. 


JACKSONIAN  DEMOCRACY  AND  THE  WEST          257 

256.  Jackson's  Removal  of  Deposits  (1833). — Although 
the  charter  of  the  second  United  States  Bank  was  not  to 
expire  until  1836,  a  bill  to  recharter  was  passed  by  Con 
gress  in  1832.  It  failed  to  become  a  law  by  reason  of  Jack 
son's  veto.  The  next  year  the  President  decided  upon  the 
removal  of  the  deposits.  He  therefore  ordered  that  after 
that  time  all  the  money  of  the  government  should 


THE   BOSTON   &    WORCESTER    RAILROAD    IN    1835. 

deposited  in  various  State  banks.     This  was  known  as  the 
"  removal  of  deposits."     Since  in  every  case  these   banks 
were     managed    by    Democrats,    they    were 
known   as   "  pet  banks."     The  effect   of   this 
"  removal  of  deposits  "  will  be  better  understood  if  we  ob 
serve  how  money  was  used  at  that  time  in  the  development 
and  expansion  of  the  West. 

257.  The  Introduction  of  the  Railroad.— Vast  sums 
had  been  spent  in  the  construction  of  better  means  of  trans 
portation.  As  already  seen  (see  par.  216),  the  application  of 
steam-power  to  boats  made  the  people  independent  of  wind 
and  current.  But  methods  of  trade  and  travel  overland 
were  altogether  too  slow  and  meagre  for  the  energetic 
American  people.  Roads,  canals,  and  steam 
boats  had  promoted  travel  and  transportation, 
but  the  great  problem  was  to  find  some  way  of  applying 
steam-power  to  travel  and  transportation  by  land.  The 
railroad  and  the  steam-driven  locomotive-engine  furnished 
a  solution. 

The  first  form  of  the  railroad  was  the  wooden  rail  used 
in  the  coal  mines  of  England.  The  next  step  was  to  cover 
the  wooden  rail  with  a  thin  layer  of  iron  for  protection. 


258 


HISTORY  OF  THE  UNITED  STATES 


This  was  the  form  in  which  the  first  railroad  appeared  in 
the  United  States  at  Quincy,  Massachusetts  (1826).  This 
road  was  only  five  miles  long,  and  its  cars  were  drawn  by 
The  first  passen-  horses.  It  was  used  to  carry  granite  from 
ger  ran  road  in  the  the  quarries  to  the  place  of  shipping.  In 
1828  the  first  passenger  railroad  in  the  United 
States  was  begun  in  Baltimore.  It  extended  westward 
about  thirteen  miles,  and  its  cars  were  at  first  drawn  by 

horses.  This  road  was 
the  beginning  of  the 
Baltimore  &  Ohio 
Railroad. 

258.  The  Growth 
and  Results  of  the 
Railroad.  —  The 
growth  of  the-  railroad 
in  the  United  States 
has  been  wonderful. 
In  1828  there  were 
only  3  miles;  in  1837, 
1,500  miles;  and  in 

1840,  2,200  miles.  From  that  time  on  the  growth  has  been 
tremendous.  The  United  States  now  has  over  200,000 
miles  of  railroad. 

The  railroad  brought  about  great  changes  in  the  life  of 
the  people:  (i)  It  stimulated  Western  migration;  (2)  it 
made  Western  lands  more  valuable ;  (3)  by  lowering  cost 
of  transportation,  it  cheapened  Western  food  in  the  East 
and  Eastern  manufactured  goods  in  the  West ;  (4)  it  there 
fore  added  to  the  wealth  of  both  parts  of  the  country  and 
brought  the  people  into  closer  sympathy  and  union. 

259.  Rapid  Growth  of  the  West.— From  1821  to  1837 
the  country  was  highly  prosperous.  Crops  were  good, 
trade  and  manufacturing  flourished,  and  cities  grew  rap 
idly.  In  1821  the  population  of  the  whole  country  was  ten 
millions;  in  1837  it  was  sixteen  millions.  This  remarkable 
growth  in  population  was  encouraged  by  the  vast  expanse 
of  rich  public  land  which  the  government  was  offering  for 


THE   BALTIMORE   &    OHIO    RAILROAD,    1830-35. 


JACKSONIAN   DEMOCRACY  AND   THE  WEST          259 


very  small  sums,  in  order  to  increase  Western  migration 
and  settlement.1 

The  growth  was  stimulated  by  the  steamboat  and  the 
railroad.  Before  1837  steamboats  were  in  extensive  use  on 
the  Great  Lakes,  the  Ohio,  the  Mississippi,  and  the  many 
smaller  tributaries  of  those  rivers.  And  now,  with  the  in 
vention  of  the  railroad,  settlement  spread  westward  with 
ever-increasing  rapidity.  Towns  and  cities  sprang  into  ex- 
istence  as  if  by  magic.  In  1830  Chicago  consisted  of  a  fort 
(Dearborn)  and  a  small  village.  In  1833  it  nad  55O  inhabit 
ants;  in  1837  it  numbered  4,170;  and  at  the  last  census  the 
population  was  1,698,575. 

1  An  examination  of  the  following  two  tables,  one  showing  the  number  of  foreign 
immigrants  for  the  years  1829-1837,  and  the  other  the  population  of  many  of  the 
States  for  1821  and  1837,  will  give  a  better  idea  of  the  rapidity  of  this  growth  in 
the  West: 

IMMIGRATION  TABLE,  1829-37. 


Year. 

Number  of  Immi 
grants. 

Year. 

Number  of  Immi 
grants. 

1829      

22  52O 

1834.   . 

65,361; 

1830        

23  322 

1835.. 

AC.  374 

18^1.. 

22  633 

1836.. 

76,242 

1832.. 

60,482 

1837.. 

70,  340 

1833.. 

«;8  64.0 

POPULATION  IN  1821. 


Round  Numbers. 

Round  Numbers. 

New  York  

I,4OO,OOO 

2,2OO  OOO 

I,OOO,OOO 

I  6OO,OOO 

Ohio  

600  ooo 

I  400,000 

4.  CO  OOO 

800,  ooo 

I7O,OOO 

6OO,OOO 

8o,OOO 

32O,OOO 

70  ooo 

•3  CQ  OOO 

60  ooo 

400  ooo 

10,000 

2OO  OOO 

POPULATION  IN 
1837. 


260 


HISTORY   OF  THE  UNITED   STATES 


260.  Speculation  in  Western  Lands.— Extensive  areas 
of  Western  public  lands,  offered  at  low  prices,  filled   men 
with  the  fever  of  speculation.     Plans  were  laid  to  buy  up 
large   tracts   and   connect   them  with    the  East    by  roads, 
canals,  and  railroads.     It  required  a  great  amount  of  money 
to  establish  all  these  great  lines  of  communication  started 
up  by  the  railroads,  but  the  demand  was  easily  met  after 

the  "  removal  of  de 
posits,"  for  then  the 
public  money  was  dis 
tributed  among  many 
State  banks,  and  was 
more  accessible  to  bor 
rowers.  Loans  could 
now  be  obtained,  and 
here  and  there  cities 
were  laid  out  in  the 
West.  Then  by  the 
sale  of  these  lands,  at 
an  enormous  advance 
in  price,  the  speculators  became  suddenly  wealthy.  For 
tune-making  seemed  so  easy  that  men  took  great  risks  with 
borrowed  money. 

261.  Wild-cat  Banking. — The    increasing    demand    for 
money  led  to  "  wild-cat"  banking.     A  few  men  with  little 
or  no  capital  to  make  good   the  notes  they  issued,  would 
start  a  bank  by  issuing  cheaply  printed  bills  (notes)  which 
they  circulated  under  the  name  of  money.     After  buying 
public  lands  from  the  government  at  high  prices  and  paying 
for  them  with  these  notes,  they  would  sell  their  lands  for 
gold  and  silver.     When,  however,  their  own  notes  returned 
to  be  redeemed  in  gold  and  silver,  these  dishonest  bankers 
would   fail,   and,  in  some  cases,  go  elsewhere  and   repeat 
their  swindling  operations. 

262.  The  United  States  Free  from  Debt.— Of   course 
this  speculation  in  government  lands  made  it  easy  for  the 
United  States  to  pay  the  public  debt.     Whereas,  in  1830, 
the  sum  received  for  these  lands  was  $2,300,000,  six  years 


A    MOHAWK    &    HUDSON    CAR    OF    1831. 


JACKSONIAN  DEMOCRACY  AND   THE  WEST  261 

later  it  reached  nearly  $25,000,000.  We  need  not  be  sur 
prised,  then,  that  by  the  end  of  1835  the  public  debt  was 
paid.  The  apparent  prosperity  made  foreigners  eager  to 
emigrate  from  Europe  to  this  country,  and  they  came  in 
large  numbers  (see  table,  page  274). 

263.  State  Speculation  in   Internal  Improvements. — 
After  the  public  debt  was  paid  there  was  a  large  surplus, 
$28,000,000    of    which    was 

distributed  among  the  vari 
ous  States.  It  was  now 
very  easy  for  State  govern 
ments,  especially  where  the 
"  pet  banks "  were  located, 
to  get  money  for  carrying 
out  their  extensive  plans, 
and  these  governments  in 
vested  large  sums  in  in 
ternal  improvements.  Not  A  RAILWAY  COACH  OF  1830. 
satisfied  with  what  their 

States  supplied,  they  began  to  borrow  largely  from  foreign 
countries.  By  1837  these  foreign  debts  amounted  to  nearly 
two  hundred  million  dollars.  Of  course  the  loans  from 
foreign  countries  made  money  all  the  more  plentiful,  and 
the  fever  of  speculation  raged  more  fiercely  than  ever. 

264.  The  Specie  Circular.— Such   reckless   speculation 
could  not  fail  to  bring  disaster.     The  wild-cat  banks  had 
issued  so  many  paper  promises,  based  upon  nothing  more 
solid  than   the  people's  willingness  to  receive  them,  that, 
like    the    Continental    currency,   they    became    worthless. 
Jackson  was  alarmed  at  the  amount  of  this  worthless  paper 
coming  into  the  United  States  Treasury. 

He  therefore  issued  the  famous  Specie  Circular,  which 
declared  that  in  the  future  nothing  but  specie,  or  gold  and 
silver,  should  be  received  in  payment  for  these  lands. 
Wild-cat  bank-notes  were  no  longer  of  any  use  in  buying 
and  selling  public  lands.  These  notes  went  streaming  back 
to  the  Eastern  banks  that  had  issued  them,  for  redemption 
in  gold  and  silver.  Since  the  banks  were  without  the  gold 


262 


HISTORY  OF  THE  UNITED  STATES 


and  silver  to  make  good  these  printed  promises,  the  prom 
ises  were  worth  nothing  and  could  not  be  redeemed. 

265.  The  Financial  Panic  of  1837.'— Of  course  there  at 
once  arose  a  great  cry  for  money.  Men  tried  to  sell  stocks, 
houses,  lands — in  fact  every  kind  of  property — to  raise 
money  to  pay  their  debts.  All  wanted  to  sell.  None  cared 
to  buy.  As  always  happens  under  such  conditions,  prices 
went  down  with  astonishing  rapidity.  There  were  exten 
sive  business  failures,  and  rich 
men  became  poor.  Mills  and  fac 
tories  shut  down  because  they 
could  not  sell  their  goods.  La 
boring  men  were  thereby  thrown 
out  of  work,  and  their  families 
suffered  for  lack  of  food.  Soon 
there  were  bread  riots  in  the 
streets  of  New  York.  It  was  a 
terrible  time  and  has  always  been 
known  as  the  "  Panic  of  1837." 

266.  The  Independent  Treas 
ury. — As  mentioned  above,  many 
of  the  States  had  made  extensive 
foreign  loans  for  the  purpose  of 
building  roads,  canals,  and  rail 
roads.  When  caught  by  the  great 
financial  panic  of  1837,  some  States  refused  to  pay  the 
interest  on  these  loans,  and  some  went  so  far  as  to  refuse 
Repudiation  of  to  pay  either  principal  or  interest.  Such  a 
state  debts.  refusal  on  the  part  of  a  State  to  pay  its  debts 

is  called  repudiation.     In  the  midst  of  this  financial  distress 

1  Martin  Van  Buren,  eighth  President  of  the  United  States,  was  born  at  Kin- 
derhook,  New  York,  in  1782,  and  died  in  1862.  After  he  had  received  his  tram 
ing  as  a  lawyer  he  began,  at  only  eighteen  years  of  age,  his  long  political  career. 
He  represented  New  York  in  the  Senate  and  afterward  served  his  State  as  Gov 
ernor.  When  Jackson  was  elected  President  he  made  Van  Buren  his  Secretary  of 
State.  During  Jackson's  second  term  Van  Buren  was  Vice-President.  In  1837 
the  latter  became  President,  but  owing  to  the  unpopularity  of  his  administration 
he  failed  to  be  re-elected.  He  was  eminent  not  only  as  a  lawyer  but  also  as  a 
political  leader. 


MARTIN  VAN   BUREN. 


JACKSONIAN  DEMOCRACY  AND   THE   WEST  263 

the  "pet  banks"  were  unable  to  pay  the  Federal  Govern 
ment  the  public  money  which  it  had  deposited  in  them. 

The  government  being  greatly  embarrassed,  President 
Van  Buren,  Jackson's  successor,  was  obliged  to  call  a  spe 
cial  session  of  Congress  to  adopt  some  plan  for  getting 
money  to  pay  the  running  expenses  of  the  government. 
Congress  authorized  the  Treasury  Department  to  issue 
$10,000,000  in  notes.  The  wisdom  of  having  an  independ 
ent  treasury  instead  of  a  number  of  State  Banks  for  the 
safe-keeping  of  all  the  public  money,  was  now  evident.  By 
1846  it  had  become  the  settled  policy  of  the  United  States 
to  have  a  national  treasury  which  should  take  care  of  all 
the  money  paid  to  the  government.  This  independent 
treasury  is  at  Washington,  while  there  are  nine  branches 
known  as  subtreasuries  distributed  in  various  commercial 
centres.1 

267.  The  Public  School  System  and  the  Newspaper — 
As  life  began  to  move  at  a  quicker  pace  people  began  to 
think  more  actively, ^and  to  take  a  larger  interest  in  things 
outside  of  their  immediate  surroundings.  In  the  newer 
States  there  was  such  a  democratic  feeling  Manhood  suf- 
that  every  man  was  made  a  voter.2  Manhood  frase- 
suffrage,  adopted  in  all  the  West,  soon  spread  to  the  older 
communities  of  the  East.  All  the  people,  coming  into  full 
control  of  public  affairs,  began  to  feel  a  deep  interest  in  po 
litical  life. 

It  thus  became  a  necessity  to  educate  men  to  an  intelli 
gent  conception  of  their  duties  toward  the  State  and  so 
ciety.  This  led  to  a  great  improvement  in  the  public  school 
systems,  especially  in  the  newer  States.  If  the  people 
were  to  be  rulers  they  must  have  intelligence  and  virtue 
enough  to  rule  wisely.  In  this  period  the  modern  news 
paper  may  be  said  to  have  been  born.  The  New  York  Sun 
(1833)  and  the  New  York  Herald  (1835)  became  more  ener- 

1  These  are  located  in.  New  York,  Chicago,  San  Francisco,  Philadelphia,  Bos 
ton,  St.  Louis,  Cincinnati,  New  Orleans,  and  Baltimore. 

5  In  the  earlier  years  the  suffrage  was  in  many  ways  icstricted  in  the  older 
States. 


264  HISTORY   OF  THE  UNITED   STATES 

getic  than  before  in  collecting  news,  were  printed  in  a  more 
convenient  form,  and  were  sold  at  lower  prices.  From  that 
time  the  daily  newspaper  has  had  a  great  influence  in  mould 
ing  public  opinion. 

268.  Other  Aids  to  Progress. — Other  aids  to  progress 
were  furnished  in  the  establishment  of  transatlantic  steam 
ship  lines  and  in  the  invention  of  the  McCormick  reaping- 
machine.    The  Savannah,  sailing  from  Savannah,  Georgia,  in 
1819,  was  the  first  ocean  steamship  to  cross  the  Atlantic.    In 
1838  two  English  steamships,  the  Sirius  and  the  Great  West 
ern,  sailed  from  England  to  New  York.     Two  years  later 
the  first  regular  transatlantic  steamship  line,  between  New 
York  and  Liverpool,  was  established.     This  was  the  begin 
ning  of   the   well-known   Cunard   Line.     Ocean  steamship 
traffic  greatly   stimulated    European   immigration   to   this 
country. 

The  McCormick  reaping  machine,  which  came  into  use 
in  1834,  was  destined  to  have  a  large  influence  upon  the 
development  of  the  West.  By  making  farm-work  easier 
and  more  profitable,  it  stimulated  emigration  to  the  fertile 
Western  lands.1 

269.  The  Temperance  Movement.— There  was  so  much 
pauperism  and  general  demoralization  during  the  years  fol 
lowing  the  War  of  1812  that  people  became  alarmed  and 
began  to  inquire  the  cause.     Investigating  committees  re 
ported  that  drinking  was  the  most  fruitful  source  of  the 
evil.     Everybody  drank — ministers,  doctors,  merchants,  la 
borers,  and  even  women  and  children.     An  occasion  was 
never  wanting  ;  at  funerals,  weddings,  dinners,  and  when 
ever  friends  met,  the  social  glass  flowed. 

In  1824  there  began  in  Boston  a  great  national  move 
ment  which  swept  through  the  Union.  Its  principle  was 
abstinence  from  strong  drink.  By  1830  a  thousand  temper 
ance  societies  had  been  formed  and  hundreds  of  merchants 
had  given  up  the  sale  of  liquor.  Temperance  societies  in 
creased  in  number  and  influence,  saving  hundreds  of  thou- 

1  In  1838,  matches,  adding  much  to  the  comfort  and  convenience  of  household 
life,  came  into  successful  use. 


JACKSONIAN  DEMOCRACY  AND  THE  WEST          265 

sands  of  men  from  the  curse  of  the  drinking  habit.  From 
that  time  the  cause  of  temperance  has  steadily  gained 
ground. 

TO  THE  PUPIL 

1.  You  have  now  reached  an  important  chapter  in  your  nation's  history. 

Study  it  carefully.  Since  1829  the  influence  of  the  West  has  been 
very  great.  You  will  therefore  add  1829  to  the  following  land 
marks:  1789,  1803,  1812-1814,  1820.  Review  the  meaning  of  these 
dates. 

2.  Are  you  still  grouping  less  important  events  about  the  more  impor 

tant  ? 

3.  Andrew  Jackson  was  President  for  two  terms,  1829-1837.     Name  in 

order  the  Presidents  who  preceded  him.  What  was  the  secret  of 
Jackson's  large  influence  over  the  people  ?  Name  his  most  striking 
characteristics. 

4.  What  was  the  "  Spoils  System  "  ?   What  did  Jackson  mean  by  saying 

that  it  was  democratic  ?  How  did  he  apply  this  system  to  the  na 
tional  civil  service  ?  What  is  the  civil  service  ?  Do  you  think 
Jackson  was  wise,  or  unwise,  in  introducing  the  "  Spoils  System  " 
into  national  politics  ?  Give  reasons  for  your  answer. 

5.  Review  the  tariff  measure  enacted  when  Washington  was  President. 

What  was  its  double  purpose  ?  What  is  meant  by  "  a  tariff  for 
revenue,  with  incidental  protection"? 

6.  Recall  the  effect  which  the  Embargo  and  the  War  of  1812  had  upon 

the  growth  of  manufacturing  in  New  England.  Why  could  English 
goods  be  sold  at  a  lower  price  than  American  ?  What  is  a  protective 
tariff? 

7.  Why  did  South  Carolina  object  to  a  high  protective  tariff?    What 

difference  was  there  in  the  industrial  conditions  of  the  North  and 
the  South  ? 

8.  On  what  ground  did  Calhoun  declare  that  the  protective  tariff  was 

unconstitutional  ?  What  was  his  idea  of  the  Union  ?  Define  nulli 
fication  and  State  rights. 

9.  What  arguments  did  Northern  manufacturers  advance  in  favor  of  a 

protective  tariff?     What  was  Webster's  idea  of  the  Union  ?     Find 

out  all  you  can  about  the  personality  of  these  noted  statesmen. 
10.  What  was  Jackson's  feeling  toward  nullification  ?      How  did  he  ex- 

press  this  feeling  in  a  toast  and  in  a  message  he  sent  to  friends  in 

South  Carolina  ? 
n.  What  action  was  taken  by  the  State  Convention  in  South  Carolina? 

What  did  Jackson  do  when  he  heard  of  South  Carolina's  bold  step  ? 
12.  Subject  for  debate  :  Resolved,  that  a  protective  tariff  was  for  the  best 

interests  of  the  country  as  a  whole. 


266  HISTORY  OF  THE   UNITED   STATES 

13.  What  was  the  purpose  of  the  United  States  Bank?    What  three 

charges  did  Jackson  bring  against  it  ?  What  is  meant  by  his  "  re 
moval  of  deposits  "  and  by  "  pet  banks  "  ? 

14.  What  results  followed  the  building  of  railroads  ?    Discuss  the  rapid 

growth  of  the  West.  Why  was  there  extensive  speculation  in 
Western  lands,  and  how  did  the  "removal  of  deposits"  make  such 
speculation  easier  ? 

15.  What  was  wild-cat  banking  ?     How  did  speculation  affect  the  pay 

ment  of  the  public  debt  ?  What  effect  did  the  payment  of  the  public 
debt  have  upon  foreign  immigration  ?  Can  you  now  explain  the  re 
lation  of  the  railroad  to  Western  development  and  to  speculation  in 
Western  lands  ? 

16.  What  led  Jackson  to  issue  the  specie  circular  ?     How  did  it  help  to 

bring  on  the  financial  panic  of  1837  ? 

17.  What  is  the  independent  treasury  ? 

18.  Prepare  yourself  to  write  from  three  to  five  minutes  on  any  of  the  fol 

lowing  topics :  The  public  schools,  the  newspaper,  and  the  temper 
ance  movement. 

19.  Read  Webster's  famous  "  Reply  to  Hayne  "  and  memorize  some  of 

the  most  eloquent  passages. 


CHAPTER  XVII 

THE  SLAVERY  QUESTION  (1841  '-1859  )3 

REFERENCES:  Scribner's  Popular  History  of  the  United  States,  IV. ;  An- 
drews's  United  States,  II. ;  Wright's  Children's  Stories  of  American  Progress; 
Burgess's  Middle  Period;  Wilson's  Division  and  Reunion;  Richardson's 
History  of  Our  Country;  Coffin's  Building  the  Nation. 

OUTSIDE  READINGS:  Rhodes's  United  States,  I.  and  II.;  Schouler's 
United  States,  IV.  and  V.;  Wilson's  A  History  of  the  American  People,  IV.; 
Draper's  Civil  War,  I.;  Ropes's  Story  of  the  Civil  War;  Hart's  Romance  of  the 
Civil  War;  Brigham's  Geographic  Influence  in  American  History;  Goldwin 
Smith's  United  States;  Johnston's  American  Orations,  II.  and  III.;  Bolton's 
Famous  American  Statesmen ;  Trent's  William  Gilmore  Simms;  Grant's  Personal 
Memoirs;  Olmstead's  Seaboard  Slave  States;  Olmstead's  Texas  Journey; 
Olmstead's  Journey  in  the  Back  Country;  Page's  Old  South. 

FICTION:  Stowe's  Uncle  Tom's  Cabin;  Stowe's  Minister's  Wooing; 
Munroe's  Golden  Days  of  '49;  Harris's  Uncle  Remus;  Brooks's  Boy  Settlers; 
Brooks's  Boy  Emigrants. 

POETRY:  Whittier's  Slave  Ships;  Whittier's  Our  Countrymen  in 
Chains;  Longfellow's  Slave's  Dreams. 

THE  RISE  OF  THE  ABOLITION  MOVEMENT 

270.  Morse  and  the  Electric  Telegraph  (1844). — Be 
fore  we  consider  the  slavery  question,  let  us  briefly  refer 

1  William  Henry  Harrison,  ninth  President  of  the  United  States,  was  born  in 
Charles  City  County,  Virginia,  in  1773,  and  died  in  Washington,  District  of  Colum 
bia,  in  1841.  After  attending  Hampden  Sidney  College,  Virginia,  he  began  to 
study  medicine,  but  being  drawn  toward  military  life  he  soon  entered  the  army  at 
nineteen  years  of  age.  In  the  War  of  1812  he  served  as  major-general  with  dis 
tinguished  success.  Later  he  represented  his  State  in  both  Houses  of  Congress 
He  was  the  Whig  candidate  for  the  Presidency  in  1840,  and  after  an  exciting  can- 
vass  in  what  has  been  called  the  "  log-cabin  and  hard-cider  campaign  "  was 
elected.  He  died  just  one  month  after  his  inauguration. 

'John  Tyler,  tenth  President  of  the  United  States  (1841-1845),  was  born  in 
Charles  City  County,  Virginia,  in  1790,  and  died  in  1862.  After  he  was  graduated 

267 


268 


HISTORY  OF  THE  UNITED   STATES 


what  the  tele- 
graph  has  done 

for  the  world. 


to  a  few  other  events.  After  twelve  years  of  patient  effort, 
Samuel  F.  B.  Morse  succeeded  in  bringing  the  electric  tele 
graph  into  practical  use  (1844).  Being  poor,  he  had  tried 
for  four  years  to  get  an  appropriation  from  Congress  for 
testing  his  invention.  At  length  Congress  reluctantly 
voted  him  $30,000  for  constructing  a  line  from  Baltimore  to 
Washington,  a  distance  of  forty  miles. 

Morse  himself  sent  the  first  message  from  the  Supreme 
Court  room,  in  Washington,  to  Baltimore.     "  What  hath 

God  wrought!"    was  the  message. 
Fitting  words  were  these,  since  the 
telegraph  has  brought 
great  changes  into  the 

^^       Qy     ^^     Qf 

it  trade  and  commerce  have  been 
much  increased.  Business  men  can 
keep  themselves  acquainted  with 
the  quotations  of  the  world's  great 
markets  every  hour  in  the  day. 
They  can  transact  more  business  in 
five  or  six  hours  now  than  could 
have  been  transacted  in  as  many 
WILLIAM  HENRY  HARRISON,  months  a  hundred  years  ago. 

Another  wonderful  discovery  of 

untold  value  to  mankind  was  made  in  1844  by  Horace 
Wells,  a  dentist  of  Hartford,  Connecticut.  He  tried  an  ex- 
Horace  Weils  and  periment  upon  himself.  He  caused  one  of  his 
anaesthetics.  teeth  to  be  extracted  after  he  had  inhaled 
nitrous  oxide,  or  "  laughing-gas,"  and  found  that  while  un 
der  the  influence  of  the  "laughing-gas"  he  was  insensible 
to  pain.  About  two  years  later  William  T.  G.  Morton  and 
Charles  T.  Jackson,  both  of  Boston,  made  a  similar  appli- 

from  the  College  of  William  and  Mary  he  studied  law  and  entered  upon  his  long 
political  career.  He  served  his  State  as  governor  and  represented  it  in  both 
Houses  of  Congress.  He  was  elected  Vice-President  by  the  Whigs  in  1840,  and 
on  the  death  of  Harrison  became  President.  He  was  soon  engaged  in  a  bitter 
struggle  with  the  Whig  leaders,  with  whom  he  became  extremely  unpopular.  As 
a  warm  advocate  of  State  sovereignty,  he  gave  his  cordial  support  to  the  secession 
movement  in  1861,  when  he  was  elected  a  member  of  the  Confederate  Congress. 


Y 


THE  SLAVERY  QUESTION 


269 


cation  of  sulphuric  ether  to  render  surgical  operations 
painless.  When  sulphuric  ether  and  "laughing-gas"  are 
thus  used  they  are  called  anassthetics. 

271.  "Fifty-four  Forty  or  Fight"  (1844). — In    the   same 
year  that  Morse's  electric  telegraph  came  into  successful 
use,  there  was  much  excitement  in  the  United    conflicting  claims 
States  over  the  dispute  between  our  country    to  the  Oregon 
and  England  about  the  Northwest  Boundary.    Country- 
Our  government  claimed  the  country  west  of  the  Rockies 
from  the  northern  boundary  of  Cal 
ifornia,  then  a  part  of  Mexico,  to  the 
southern  boundary  of  Alaska,  or  the 
parallel   of    54°  40'.      Great   Britain 
claimed   the  region  as  far  south  as 
the  Columbia  River  in  latitude  46°. 
By  1818  the  dispute  over  these  con 
flicting  claims  had  grown  serious,  but 
the  two  countries  agreed  to  a  joint 
occupation  of  the   Oregon   Country 
for  ten  years,  and  at  the  end  of  that 
period  they  renewed  their  agreement 
for    an    indefinite    time.     Why    the 
United  States  at  length  laid  vigorous 
claim  to  it  and  became  so  eager  for 

it  that  the  Democratic  party  in  the  presidential  campaign 
of  1844  was  shouting  "  Fifty-four  forty  or  fight,"  can  be 
told  in  a  few  words. 

272.  American  Settlers  Strengthen  Our  Claims  to 
Oregon. — We  had  several  reasons  for  claiming  Oregon.  In 
1792  Captain  Gray,  of  Boston,  discovered  the  Columbia 
River,  which  he  named  in  honor  of  his  ship;  in  1805  Lewis 
and  Clark  explored  this  river,  and  in  1811  an  American 
company  established  at  its  mouth  the  trading  Reasons  for  our 
post,  Astoria.  But  we  made  a  yet  stronger  claims  to  °re«on- 
claim  by  reason  of  the  actual  settlements  which  Americans 
planted  there  before  1845.  These  settlements  began  in  a 
small  way  as  early  as  1832,  missionaries  being  among  the 
first  Americans  to  find  their  way  to  the  Oregon  Country. 


JOHN  TYLER. 


270 


HISTORY  OF  THE  UNITED  STATES 


Now  in  this  matter  of  planting  settlements  we  bad  the  ad 
vantage  of  England,  because  we  were  nearer  the  disputed 
territory.  For  a  long  time,  to  be  sure,  the  English  Hudson 
Bay  Company  had  been  out  there  making  money  in  fur- 
trading,  but  this  company  had  planted  no  settlements. 

The  Americans,  too,  were  for  many  years  little  inclined 
to  seek  homes  in  Oregon.    Although  small  parties  of  Amer- 


OREGON  COUNTRY 

Showing  the  United  States'  Claim 
to  the  54°  40'  Parallel 

Scale  of  Miles. 
0      50    100  200 


ican  settlers  started  for  the  Columbia  River  after  1832,  no 
large  settlements  were  made  until  1843.  In  that  year  one 
American emi-  thousand  emigrants  made  the  journey  of 
gration  in  1843  more  than  two  thousand  miles,  braving  many 
and  1844.  dangers  and  enduring  much  hardship.  The 

next  year  two  thousand  more  went  out,  and  by  1845  about 
seven  thousand  American  settlers  had  made  their  homes  in 
Oregon.  The  English  Hudson  Bay  Company  held  only  a 
small  number  of  military  posts  and  trading  stations.  The 
United  States  could  therefore  claim  the  country  by  right 
of  actual  possession. 


THE  SLAVERY   QUESTION  271 

By  a  treaty  agreed  upon  in  1846  both  England  and  the 
United  States  gave  up  a  part  of  their  claims.  The  boun 
dary  determined  upon  was  neither  54°  40'  as  The  Oregon 
desired  by  the  United  States,  nor  46°  as  de-  boundary  dispute 
sired  by  England,  but  49°,  as  at  present.  The  settled  by  treaty< 
whole  Oregon  Country  included  what  is  now  the  States  of 
Oregon,  Idaho,  and  Washington,  or  an  area  equal  to  more 
then  fifty  States  like  Connecticut. 

273.  The   Anti-Slavery  Movement. — Hitherto  we  have 
not  had  occasion  to  refer  to  a  movement  which  was  des 
tined  to  overthrow  the  most  cherished  institution  of  the 
South.     In  order  to  understand  this  movement  we  must 
notice  for  a  moment  the  new  spirit  which  was  gaining  ground 
among  the  plain  people  of  the  country.     It  has  been  rightly 
said  that  when  Andrew   Jackson  went  to  Washington  as 
President  he  took  the  people  with  him.     It  is     The  rights  of  the 
certainly  true  that  at  that  time  the  common     common  people, 
people  began  to  feel  a  sense  of  their  power  such  as  they  had 
not  felt  before.    Jackson  supported  them  in  this  feeling  by 
standing  up  for  their  rights  and  by  encouraging  them  to 
have  faith  in  themselves  as  controlling  the  affairs  of  the  na 
tion.     There  had  been  various  limitations  on  suffrage  in  the 
Eastern  States,  but  now  manhood  suffrage  spread  from  the 
West  to  the  East.     Government  by  the  people  and  for  the 
people  had  become  a  reality. 

The  anti-slavery  movement,  led  by  the  abolitionists,  was 
partly  the  product  of  this  democratic  spirit,  but  was  mainly 
due  to  the  gradual  recognition  of  the  dignity  and  worth  of 
man  as  man,  regardless  of  race  or  color.  It  was  felt  that 
slavery  was  out  of  place  in  a  country  where  the  people  are 
the  rulers.  This  sentiment,  at  first  limited  to  a  despised 
few  who  were  called  fanatics,  rapidly  spread  through  all 
classes  of  society. 

274.  William    Lloyd    Garrison    and    The   Liberator. — 
In  1831  William  Lloyd  Garrison,  a  young  man  of  slender 
means  and  little  education,  began  to  publish  a  paper  called 
The  Liberator.     In  it  he  urged  that  all  the  slaves   in   the 
United  States  should  be  immediately  set  free.     He  went  so 


272 


HISTORY  OF  THE  UNITED  STATES 


far  as  to  declare  that  it  would  be  better  to  have  no 
Union  at  all  than  to  have  a  Union  with  slavery  in  one 
section  of  it.  He  boldly  asserted  that  slavery  was  a  "  sin 
against  God  and  a  crime  against  man,"  and  that  the  Consti 
tution,  by  giving  it  support,  "  was  a  covenant  with  death 
and  an  agreement  with  hell.'* 

275.  Southern  Opposition.— The  Southern  people,  how- 
ever,  believed  that  the  immediate  abolition  of  slavery  would 


FAC-SIMILE   OF  THE   HEADING  OF   GARRISON'S   PAPER. 

bring  about  their  financial  ruin.  Inasmuch  as  the  whole 
industrial  system  of  the  South  rested  on  slavery,  they  re 
garded  the  advocates  of  immediate  abolition  as  nothing 
less  than  public  enemies  of  that  section.  Therefore  gov 
ernors  and  State  legislators  in  the  South  were  so  eager 
to  punish  the  abolitionists  that  large  rewards  were  of 
fered  for  their  capture.  But  the  abolitionists  were  in 
earnest,  and  by  means  of  lectures,  pamphlets,  books,  and 
newspapers  scattered  their  anti-slavery  ideas  among  the 
people. 

276.  Northern  Opposition. — Very  few  people,  even  in 
the  North,  had  any  sympathy  at  that  time  with  Garrison's 
extreme  views  about  immediate  abolition.  Northern  people 
thought  that  such  agitation  could  only  result  in  stirring  up 
sectional  feeling  and  might  end  in  breaking  up  the  Union. 
To  them  a  Union  with  slavery  seemed  better  than  no  Union 
at  all.  So  the  abolitionists  were  for  a  time  disliked  in  the 
North  quite  as  much  as  in  the  South,  and  in  various  parts 


THE   SLAVERY   QUESTION  273 

of  the  North  anti-slavery  mobs  and  riots  were  common  for 
some  years. 

The  opposition  to  Garrison's  teachings  became  so  intense 
that  he  was  mobbed  in  the  streets  of  Boston  (1835).  The 
mob  in  its  fury  had  almost  torn  the  clothing  Qarrison  mobbed 
from  his  body  and  was  dragging  him  through  in  the  streets  of 
the  streets  with  a  rope  around  his  waist,  when 
he  was  saved  from  death  by  the  police.  Elijah  P.  Lovejoy 
was  mobbed  and  murdered  in  Illinois  for  printing  an  aboli 
tion  newspaper  (1837),  and  abolition  speakers  became  accus 
tomed  to  showers  of  eggs  and  stones  at  public  meetings. 

277.  Growth  of  the  Abolition  Movement. — But  in  spite 
of  all  the  scorn  and  contempt  heaped  upon  them,  in  the 
North  and  in  the  South,  the  heroic  William  Lloyd  Garrison 
and  his  brave  followers  would  not  be  silenced.    They  were, 
like  most  reformers,  extreme  in  their  views  and  unwise  in 
their  methods,  but  they  were  right  in  their  leading  idea  that 
slavery  was  wrong.     Their  sincerity  of  purpose  had  its  in 
fluence,  and  won  the  sympathy  of  many  who  joined  them  in 
forming  abolition  societies,  which  by  1837  included  probably 
150,000  members.     Among  them  were  two  of  the  ablest  de 
fenders  of  the  anti-slavery  crusade,  Wendell  Phillips,  the 
anti-slavery  orator,  and  John  Quincy  Adams,  the  anti-slav 
ery  statesman. 

278.  John  Quincy  Adams  Defends  the  Right  of  Petition. 
— John  Quincy  Adams  was  the  champion  of  the  sacred  right 
of  petition.    For  many  years  he  stood  almost  alone  in  the  na 
tional  House  of  Representatives  in  his  opposition  to  slavery. 
He  presented  on  the  floor  of  the  House  hundreds  of  peti 
tions  that  slavery  be  abolished  in  the  District  of  Columbia, 
and  that  the  slave-trade  between  the  States  be  stopped. 

As  these  petitions  were  very  displeasing  to  Southern 
members,  Congress  unwisely  voted  not  to  receive  them. 
This  was  not  fair  play  and  aroused  much  sym-  «.Gag.|aw.>  in 
pathy  in  the  North  for  the  abolition  movement,  the  House  of  Rep- 
The  "gag-law,"  by  which  the  House  refused  resentatlves- 
to  receive  these  petitions,  continued  in  effect  for  many  years 
(1836-1844),  but  the  heroic  efforts  of  the  "  old  man  eloquent," 


274  HISTORY  OF   THE  UNITED   STATES 

as  Adams  was  rightly  called,  at  last  gained  for  these  anti- 
slavery  petitions  a  respectful  consideration  (1844). 

TO  THE   PUPIL 

1.  What  has  the  telegraph  done  for  the  world  ? 

2.  Upon  what  did  we  base  our  claim  to  Oregon  ? 

3.  What  reason  is  assigned  in  the  text  for  the  origin  of  the  anti-slavery 

movement  ?  What  position  did  William  Lloyd  Garrison  take  upon 
the  slavery  question  ? 

4.  How  did  Southern  opposition  to  the  abolitionists  express  itself?    How 

did  Northern  opposition?  What  do  you  admire  in  William  Lloyd 
Garrison  and  his  anti-slavery  friends  ?  What  connection  did  John 
Quincy  Adams  have  with  the  abolition  movement  ? 

5.  Read  the  account  of  his  untiring  efforts  as  described  in  Morse's  "John 

Quincy  Adams." 


TEXAS   AND   THE    MEXICAN   WAR 

279.  The  Annexation  of  Texas. — About  1820  Southern 
people  began  to  migrate  to  Texas,  which  was  then  a  part 
of  Mexico.  By  the  year  1835  several  colonies  had  been 
planted  by  these  settlers  from  the  Southern  States.  Being 
dissatisfied  with  Mexican  rule  the  Texans  revolted  (1835), 
defeated  the  Mexicans,  and  drove  them  out  of  Texas.  They 
then  declared  their  independence  and  sought  annexation  to 
the  United  States. 

The  South  was  eager  for  this  annexation,  because  Texas 
lay  south  of  the  slavery  line  established  by  the  Missouri 
whythesouth  Compromise  in  1 820.  If  Texas,  which  was  as 
favored  the  lar^e  as  fifty  States  like  Connecticut,  could  be 

annexation  of  Texas,  ^ddcd  to  the  slave  territory  of  the  South,  the 
cause  of  slavery  would  be  materially  strengthened.  In  time, 
four  or  five  slave  States  would  be  made  out  of  this  vast  area, 
and  the  South  would  thereby  have  a  larger  number  of  sena 
tors.  This  increase  of  voting  power  in  the  Senate  would 
enable  her  to  maintain,  for  some  years  at  least,  the  balance 
between  the  slave  States  and  the  free  States.  The  North 
entered  a  vigorous  protest  against  annexation,  but  the  South 
won,  and  Texas  entered  the  Union  as  a  slave  State  in  1845. 


Hap  illustrating 

TERRITORY  IN  DISPUTE 

AT  THB  TIME  OP 

MEXICAN  WAR. 


THE   SLAVERY   QUESTION 


275 


280.  Attitude  of  the   North  and  the  South  Toward  the 
Mexican  War. — One    of   the  reasons  urged  by  the  North 
against  annexation  was,  that  it  would  cause  trouble  with  the 
Mexicans,  who  refused  to  acknowledge  the  independence  of 
Texas.     But  this  objection  had  no  weight  with  the  South 
ern  slaveholders.     A  war  with  Mexico  might  result  in  the 
acquisition  of  more  slave  territory,  and  hence  such  a  war 
was  not,  from  their  stand-point,  un 
desirable.    The  North,  however,  ear 
nestly  opposed  the  acquisition  of  any 

more  slave  territory,  and  just  as  ear 
nestly  opposed  a  war  with  Mexico. 

281.  The  Causes  of  the  Mexican 
War. — Mexico  wished  to  avoid  seri 
ous  trouble  with  the  United  States 
about  the  annexation  of  Texas.    But 
before  the  question  could  be  settled 
there    arose    a    dispute    about    the 
boundary  line  between    Texas   and 
Mexico.    Texas  claimed  the  territory 
to  the  Rio  Grande  ;  Mexico  claimed 
it  to  the  Nueces  River.     The  terri 
tory  in  dispute  was  large  and  there 
fore  desirable  both  to  the  South  and 
to  Mexico.    While  the  difficulty  was 

still  under  discussion,  however,  our  government  took  steps 
that  were  almost  certain  to  bring  on  war. 

General  Taylor  had   been   sent  down  in   command   of 
American  troops  to  support  the  cause  of  Texas,  and  was 
ordered  to  advance  into  the  disputed  terri-     General  Taylor 
tory.    He  did  so,  taking  a  position  on  the  Rio     £e  d^tedter- 
Grande  at  Fort  Brown,  opposite  Matamoras.1     ritory. 
The  Mexicans  justly  considered  this  an  invasion  of  their 
territory  and  therefore  an  act  of  war.     It  certainly  looked 

1  Before  this  time  President  Polk  had  sent  an  envoy  to  Mexico,  whose  govern 
ment  refused  to  receive  him.  This  action  of  Mexico  aroused  the  resentment  of  our 
government. 

James  K.  Polk,  eleventh  President  of  the  United  States  (1845-1849),  was  born 


JAMES    K.    POLK. 


276 


HISTORY  OF   THE  UNITED   STATES 


THE    STORMING    OF    CHAPULTEPEC. 
An  incident  in  one  of  the  important  battles  of  the  Mexican  War. 

like  an  attempt  to  provoke  them  to  make  an  attack  on 
the  American  troops.  At  all  events,  this  was  the  result  of 
General  Taylor's  movement.  A  Mexican  force  crossed  the 
Rio  Grande  and  killed  some  American  dragoons  belonging 
to  a  reconnoitring  party. 

At  once  President  Polk  sent  to  Congress  a  message  in 

in  Mecklenburg  County,  North  Carolina,  in  1795,  and  died  in  1849.  In  1806  he 
removed  to  Tennessee.  After  being  graduated  with  distinguished. honors  from  the 
University  of  North  Carolina  he  entered  upon  the  study  of  law.  He  served  the 
State  of  Tennessee  not  only  as  governor  but  as  member  of  the  national  House  of 
Representatives.  His  manners  were  simple,  and  his  private  life  sincere  and 
blameless. 


THE   SLAVERY   QUESTION  277 

which  he  declared,  "  War  exists  notwithstanding  all  our  ef 
forts  to  avoid  it — exists  by  the  act  of  Mexico  herself.  Mex 
ico  has  invaded  our  territory  and  shed  Amer-  congress  declares 
ican  blood  upon  American  soil."  Congress  war- 
therefore  declared  that  war  existed  "  by  the  act  of  Mexico," 
and  at  once  sent  troops  and  supplies  to  invade  Mexican  ter 
ritory  (1846). 

282.  The   Character   of  the    Struggle.— The    American 
plan  of  campaign  was  comprehensive.     It  indicated  that  the 
purpose  of  the  war  was  the  conquest  of  new  territory.     Al 
though    the    Americans    met    with    stout   opposition    from 
Mexico,  the  American  commanders  easily  carried  out  their 
plans.     The  war  was  one-sided.     The  battles  were  all  won 
by  the  Americans,  even  in  cases  where  the  Mexicans  great 
ly  outnumbered  our  troops. 

There  were  many  reasons  for  the  defeat  of  the  Mexicans. 
Their  government  was  weak  and  poor  ;  their  generals  were 
inefficient;  and  their  troops  were  without  discipline  and 
proper  equipment.  Although  the  Mexicans  were  spirited 
and  brave,  they  were  greatly  inferior  to  the  Americans  in 
intelligence,  dash,  and  endurance. 

283.  Results    of    the    War. — In    less    than    two   years 
Mexico  was  conquered,  and  her  entire  territory  was  at  the 
mercy  of  the  United  States.     But  however  unfair  our  gov 
ernment  may  have  been  in  bringing  on  the  war  with  this 
weak   country,   it  was  willing  to  pay  for  any  territory  it 
might  secure.    Mexico  received  more  than  eighteen  million 
dollars1  for  the  cession  it  made  to  the  United  States.     Nev 
ertheless,  we  cannot  but  regret  that  our  people,  distinguished 
for  their  keen  sense  of  justice,  should  have  consented  to 
wage  this  war  in  the  interests  of  slavery.     But  the  results 
of  the  war  seemed  decidedly  favorable  to  the   slavehold 
ers,  who  thought  they  had  gained  a  vast  region  adapted  to 
the  use  of  slave  labor. 

If  we  include  in  the  territory  acquired  by  the  Mexican 
war  the  State  of  Texas  and  the  parts  of  Arizona  and  New 

1  The  sum  paid  to  Mexico  was  $15.000,000.     The  United  States  also  satisfied 
claims  of  American  citizens  against  Mexico  to  the  amount  of  about  $3,500,000. 


273  HISTORY   OF  THE  UNITED  STATES 

Mexico  secured  by  the  Gadsden  Purchase1  a  little  later,  the 
whole  area  is  equal  to  more  than  one  hundred  and  ninety 
States  like  Connecticut. 

284.  The  Wilmot  Proviso. — But  there  was  another  re 
sult  which  made  the  war  a  costly  one  to  the  United  States, 
and  that  was  the  increased  bitterness  between  the  two  sec 
tions  over  the  slavery  question.  The  South  insisted  that 
slavery  should  go  into  the  new  territory,  and  the  North  in- 
sisted  that  it  should  not.  In  fact,  this  quarrel  over  the 
question  of  slavery  in  the  new  territory  began  even  before 
the  war  was  over.  For  when  in  1846  it  seemed  pretty 
evident  what  the  result  of  the  fighting  would  be,  David 
Wilmot,  a  representative  in  Congress  from  Pennsylvania, 
proposed  that  slavery  should  be  forever  prohibited  in  all 
the  territory  which  should  be  acquired  from  Mexico.  This 
was  called  the  Wilmot  Proviso.  It  failed  of  enactment  by 
Congress,  but  it  expressed  a  policy  which  was  soon  to  be 
made  a  guiding  principle  by  a  great  political  party.  Two 
years  later  this  principle  became  the  political  watchword 
of  the  Free  Soil  Party  and  later  of  the  Republican  Party. 
The  Wilmot  Proviso  marked  the  swift  approach  of  the 
downfall  of  slavery  in  the  United  States. 

TO  THE  PUPIL 

1.  Why  did  the  South  favor  the  annexation  of  Texas  ?    What  was  the 

attitude  of  the  North  and  the  South  toward  the  Mexican  War? 

2.  What  were  the  causes  of  this  war  ?     How  did  it  begin  ?     Give  three 

reasons  why  the  Mexicans  were  defeated  in  every  battle. 

3.  What  were  the  principal  results  of  the  war?    Including  Texas  and  the 

Gadsden  Purchase,  how  many  States  like  your  own  would  the  whole 
territory  acquired  by  the  Mexican  War  equal?  What  was  the  Wil 
mot  Proviso  ? 

4.  Read  Thomas  Nelson  Page's  "  Old  South." 

1  In  1853  a  treaty  was  negotiated  through  James  Gadsden  which  settled  the  dis 
puted  boundary  with  Mexico.  The  United  States  paid  $10,000,000  and  gained  the 
Mesilla  Valley,  an  area  of  about  twenty  million  acres.  It  formed  the  southern 
part  of  what  is  now  New  Mexico  and  Arizona,  and  b^caoae  known  as  the  Gadsden 
Purchase. 


THE  SLAVERY   QUESTION 


279 


THE   MEXICAN   CESSION  AND   THE   COMPROMISE   OF    1850 

285.  Discovery  of  Gold  in  California  and  Its  Results 
(1848). — California  had  been  valued  for  its  fertile  soil  and  its 
delightful  climate.  It  had  also  the  fine  harbor  of  San  Fran 
cisco.  These  attractions  drew  a  few  settlers,  who  in  1848 
made  a  great  discovery.  Some  workmen,  in  digging  a  mill- 


SUTTER'S  MILL,  WHERE  GOLD  WAS  FIRST  FOUND  IN  CALIFORNIA. 

race  for  Captain  Sutter,  a  Swiss  immigrant,  discovered 
shining  particles  of  gold  in  a  stream  flowing  into  the  Sacra 
mento  River,  about  100  miles  northeast  of  San  Francisco. 
Upon  examination  of  the  surrounding  country,  the  soil,  the 
river-beds,  and  the  rocks  were  found  to  be  rich  with  gold. 
It  was  a  wonderful  discovery.  Before  the  close  of  1861 
these  mines  had  yielded  more  than  $500,000,000. 

As  soon  as  the  news  spread  abroad  people  were  almost 
beside  themselves  with  excitement,  and  at  once  rushed  for 
the  gold  region  from  all  the  settled  parts  of  Excitement  of  the 
the  United  States.  Farmers,  carpenters,  store-  Pe°Ple' 
keepers,  and  professional  men  were  seized  with  a  desire  for 
sudden  wealth,  and  left  their  work  to  seek  the  golden 
treasure.  Vessels  coming  into  the  harbors  of  San  Fran- 


280 


HISTORY  OF  THE  UNITED   STATES 


cisco  were  deserted  by  their  crews,  who,  with  the  rest,  wild 
ly  rushed  with  pickaxe  and  shovel  to  the  mines. 

There  were  three  routes  to  California  from  the  Eastern 
States:  the  first  and  longest  was  by  vessel  around  Cape 
Horn,  the  trip  from  New  York  to  San  Francisco  in  1848 
taking  about  one  hundred  and  thirty  days ;  the  second  was 
down  to  the  Isthmus  of  Panama,  across  it,  and  up  along 
the  western  coast  to  San  Francisco ;  the  third  was  by 

slowly  moving  trains  of  wagons 
The  three  routes  and  ox-carts  overland 
to  California.  across  the  country. 
By  this  last  route  it  took  one  hun 
dred  days  to  travel  to  the  valleys  of 
California  after  reaching  the  plains 
west  of  the  Mississippi. 

The  difficulties  and  dangers  in 
crossing  the  plains  and  the  desert 
region  on  the  journey  were  many. 
The  Indians  often  attacked  the  em 
igrants,  and  in  one  instance  they 
were  encouraged  to  do  so  by  a  few 
white  settlers  of  southern  Utah, 
who  pleaded  in  palliation  that  these 
emigrants  had  exasperated  them 

beyond  endurance.  Thousands  died  on  the  way,  and  the 
bones  of  human  beings,  horses,  and  oxen  were  strewn  along 
The  dangers  of  tne  route»  The  gold-seekers  found  the  Mor- 
the  overland  mon  settlements  near  the  Great  Salt  Lake  of 
much  convenience,  as  they  could  there  rest 
in  safety  and  secure  fresh  supplies  to  enable  them  to  reach 
their  journey's  end. 

Large  numbers  of  men  flocked  to  the  gold  regions.  In 
less  than  eighteen  months  after  the  discovery,  California 
Results  of  the  dis-  na<^  a  population  of  not  less  than  100,000.  In 
covery  of  gold  in  the  meantime,  San  Francisco  increased  from 
2,ooo  to  20,000  people,  and  Sacramento  from 
a  little  cluster  of  houses  to  a  place  of  10,000  inhabitants. 
The  discovery  of  gold  in  California  had  important  results : 


ZACHARY    TAYLOR. 


ing  Mexican  Cession    I 1 

Gadsden  Purchase    I 1 

Territories  open  to  Slavery  under 
Principle  of  Popular  Sovereignty,  1839 


Principle  of  Popular  Sovereignty  , 


THE   SLAVERY   QUESTION  281 

(i)  By  greatly  increasing  the  gold  in  circulation,  it  stimu 
lated  trade  and  commerce;  (2)  by  developing  the  Pacific 
coast  it  led  about  twenty  years  later  to  the  building  of  the 
first  Pacific  railroad  ;  (3)  it  had,  as  we  shall  now  see,  an 
important  bearing  upon  the  slavery  question. 

286.  California    Seeks  Admission  into  the  Union    as   a 
Free  State  (I84Q).1 — In  about  a  year  after  the  discovery  of 
gold  there  were  people  enough  in  California  for  a  State. 
But  Congress  had  been  so  busy  discussing  the  slavery  ques 
tion  that  it  had  not  established  any  government  at  all  there. 
This  was  most  unfortunate,   for  among  the  gold-diggers 
there  were  many  thieves  and  ruffians,  who  were  very  dis 
orderly  and  lawless.     Hence  the  better  class   of  citizens 
were  forced  to  act  without  waiting  for  Congress.     They 
organized  a  government  of  their  own,  established  order, 
and  applied  for  admission  into  the  Union  in   1849.     As  a 
large   majority  of  the  people  were  from   the   North,  they 
wished  California  to  be  made  a  free  State. 

287.  Difficult  Slavery  Questions  in  1850. — It  will  be  re 
membered  that  the  Missouri  compromise  was  called  forth 

JZachary  Taylor,  twelfth  President  of  the  United  States  (1849-1850),  was 
born  in  Orange  County,  Virginia,  in  1784,  and  died  in  1850.  While  he  was  yet 
an  infant  his  parents  removed  to  Kentucky,  which  continued  to  be  his  adopted 
State  until  1841,  when  he  made  his  family  home  in  Baton  Rouge,  Louisiana.  Al 
though  his  opportunities  for  education  were  very  limited,  his  keen  desire  for 
knowledge  led  him  to  study  with  care  ancient  and  modern  history.  He  became  a 
daring  and  skilful  soldier,  serving  his  country  with  great  distinction  as  brigadier- 
general  in  the  Mexican  War.  "  Old  Rough  and  Ready,"  as  he  was  fondly  called 
by  his  many  admirers,  indicates  that  he  was  a  popular  hero.  He  died  in  the  sec 
ond  year  of  his  Presidency. 

Millard  Fillmore,  thirteenth  President  of  the  United  States  (1850-1853),  was 
born  in  Cayuga  County.  New  York,  in  1800,  and  died  in  1874.  In  early  youth  he 
learned  the  meaning  of  a  life  of  struggle.  Like  Lincoln  and  Garfield,  he  was  a 
poor  boy,  and  like  them  he  overcame,  by  invincible  determination,  almost  insur 
mountable  difficulties.  Until  fourteen  years  of  age  he  worked  on  a  farm  nine 
months  of  the  year,  and  attended  the  primitive  schools  of  those  times  the  remain 
ing  three.  At  fourteen  he  was  apprenticed  to  a  trade,  but  managed  to  find  some 
time  for  hard  study.  Later  he  studied  law,  and  won  for  himself  an  enviable  posi 
tion  at  the  bar.  Having  been  elected  Vice-President  in  1848,  he  became  President 
on  the  death  of  Zachary  Taylor  in  1850.  His  kindly  manner  and  never-failing 
courtesy  made  him  very  popular. 


282 


HISTORY  OF  THE  UNITED   STATES 


by  the  purchase  of  the  Louisiana  Territory.  The  whole 
question  was  opened  afresh  by  the  Mexican  cession. 
Should  the  territory  acquired  from  Mexico  be  slave,  or 
free?  The  North  argued  that  inasmuch  as  this  territory 
had  always  been  free,  it  should  continue  to  be  so.  The 
South  was  divided  in  opinion.  Some  of  the  Southerners 
wished  to  extend  the  line  of  the  Missouri  Compromise,  36° 
30',  as  a  boundary  to  the  Pacific.  Others  claimed,  as  in 


MODES   OF  TRAVEL  IN  THE  WEST.     AN  OLD  STAGE-COACH  AND  PRAIRIE  SCHOONER. 

1820,  that  Congress  had  no  constitutional  right  to  interfere 
with  slavery ;  and  that  the  people  in  the  territories  ought 
to  be  allowed  to  decide  for  themselves  whether  they  should 
come  into  the  Union  as  free  or  slave  States. 

The  settlement  of  the  dispute  was  one  of  extreme  im 
portance.  It  involved  several  points  of  issue:  (i)  California 
wished  to  come  in  as  a  free  State,  but  in  that  case  the  bal 
ance  of  power  in  the  Senate  would  be  disturbed.  Hence 
there  were  strong  objections  from  the  South.  (2)  The  anti- 
slavery  men  continued  to  urge  upon  Congress  legislation 
that  would  abolish  slavery,  or,  at  least,  the  slave-trade  in 


THE  SLAVERY  QUESTION 


283 


the  District  of  Columbia.     Whether  or  not  Congress  had  a 
right  to  meddle  with  slavery  in  the  territories,  it  clearly 
had  a  right  to  enact  a  measure  against  slavery  S|avery  |n  Ca,.for- 
in  the  District  of  Columbia,  which  was  under  nia  and  the  DIS- 
the    direct   control   of   Congress.     We    have  ^ct  of  Columbia. 
already  seen  how  John  Quincy  Adams  bravely  struggled 
for  years  in  behalf  of  legislative  action  against  slavery  in 
this  district.     (3)  The  South  bitterly  complained  that  the 
North  was  violating  the  Fugitive 
Slave  Law,  by  aiding  the  escape 
of    slaves    from    their   masters   to 
Canada. 

All  these  difficult  slavery  ques 
tions  were  pressing  for  satisfactory 
answers,  and  many  people  began 
to  fear  a  dissolution  of  the  Union. 

Threats    of    Secession      Threats  of  seces- 

were  freely  made  by  8ion* 
some  of  the  more  hot-headed  pro- 
slavery  men.  It  was  evident  that 
prompt  and  wise  measures  must  be 
taken  to  quiet  the  violent  feelings 
among  people  in  both  sections. 

288.  The  Compromise  of  1850. — Henry  Clay  had  already 
fairly  gained  the  title  of  "  Peace-maker"  by  taking  a  leading 
part  in  securing  the  Missouri  Compromise  in  Henry  ciay  the 
1820,  and  the  compromise  in  1833  settling  the  "  Peace-maker." 
difficulties  brought  about  by  the  tariff  and  nullification  in 
South  Carolina.  In  his  old  age  he  was  again  called  upon 
to  help  meet  these  new  difficulties  in  1850.  He  therefore 
prepared  what  was  called  the  Omnibus  Bill,  because  it  made 
provision  for  settling  many  questions. 

This  famous  Omnibus  Bill,  or  Compromise  of  1850,  con 
tained  four  essential  clauses,  two  of  which  favored  the  North 
and  two  the  South.     They  were   as  follows:  The four essentlar 
(i)  California   was   to  be  admitted  as  a  free  clauses  of  the 
State  (for  the  North) ;  (2)  but  in  the  rest  of  the  Omnlbus  B111- 
Mexican  cession,  divided  into  the  two  territories  of  Utah 


/ 


MILLARD   FILLMORE. 


2»4  HISTORY   OF  THE   UNITED   STATES 

and  New  Mexico,  the  people  were  to  decide  for  themselves 
whether  or  not  they  would  have  slaves  (for  the  South);  (3) 
the  slave-trade,  not  slavery,  was  to  be  abolished  in  the  Dis 
trict  of  Columbia  (for  the  North)  ;  (4)  but  a  vigorous  and 
exacting  fugitive  slave  law  was  to  be  passed  (for  the  South). 
Many  people  thought  that  this  compromise  would  bring 
peace  and  good-will  throughout  the  country. 

289.  The  Fugitive    Slave   Law  and  Its    Results  in   the 
North. — Congress  had  directed  that  the  Fugitive  Slave  Law 

enacted  in  1793  should  be  car 
ried  out  by  the  various  State 
governments.  As  the  South 
charged  that  the  Northern 
States  were  neglecting  to  en 
force  this  law  in  a  proper 
manner,  the  fugitive  slave 

FUGITIVE    SLAVE    ADVERTISEMENTS.          ClailSC       WaS       inserted       ill       the 

Compromise  of  1850,  as  has 

just  been  stated.  In  accordance  with  this  clause  Congress 
passed  a  rigid  Fugitive  Slave  Law,  which  was  to  be  en 
forced  not  by  State  but  by  Federal  officers. 

By  the  provisions  of  this  law  fugitive  slaves,  or  negroes 
claimed  as  fugitive  slaves,  were  to  have  no  trial  by  jury  and 
were  not  to  be  permitted  to  testify  in  their  own  defence. 
Ail  citizens,  if  called  upon,  were  required  to  aid  the  United 
States  marshal  in  capturing  runaway  slaves.  Many  cases 
of  cruelty,  injustice,  and  violence  followed. 

The  indignation  of  the  North  rose  to  fever  heat,  and 
soon  the  "  higher  law  "  of  right  and  justice  was  openly  pro- 
indignation  in  claimed.  Some  people  in  the  North  were 
the  North.  ready  to  defy  a  law  that  was  in  their  view 

cruel  and  inhuman. 

290,  Personal    Liberty    Bills  and  Their  Results  in  the 
South. — The  outcome  of  this  intense  opposition  to  the  Fugi 
tive  Slave  Law  was  the  passage,  by  many  Northern.  States, 
of  the  Personal  Liberty  Bills.     These  laws  granted  trial  by 
jury  to  runaway  slaves  and  in  other  ways  protected  them 
from  the  severity  of  the  Fugitive  Slave  Law.      Naturally 


THE  SLAVERY  QUESTION  285 

these  Personal  Liberty  Laws  embittered  the  Southern 
slaveholders,  who  accused  the  North  of  a  desire  to  break 
up  slavery.  They  further  asserted  that  in  passing  these 
Personal  Liberty  Bills  the  Northern  States  were  nullifying 
an  act  of  Congress  and  violating  the  Constitution. 

291.  The  Underground  Railroad. — Some  people   in   the 
North  secretly  aided    the  runaway  slaves   in    escaping   to 
Canada.     The  fugitives   made   their   way   to   freedom    by 
means     of     the     so-called    "  Under 
ground   Railroad."     The  "  stations  " 

were  the  houses  of  persons  who 
received  the  poor  negroes  at  any 
hour,  night  or  day,  giving  them  food 
and  shelter  and  keeping  them  in  a 
safe  hiding-place  until  they  could  be 
sent  on  to  the  next  "  station."  In 
this  way  they  were  fed  and  •  cared 
for  until  they  reached  Canada,  the 
northern  end  of  this  strange  railroad. 
It  is  estimated  that  over  30,000  fugi 
tive  slaves  escaped  to  Canada  be-  HARRIET  BEECHER  STOWE. 
tween  1830  and  1860. 

292.  Uncle   Tom's    Cabin  (1852). — In   the    midst   of  the 
stirring  discussion  about  slavery  ''Uncle  Tom's  Cabin,"  by 
Harriet  Beecher  Stowe,  appeared.     During  the  first  year 
after  its  publication  more   than  200,000  copies   were  sold. 
It  was  read  in  all  parts  of  Europe  as  well  as  in  the  United 
States.      It  not  only  appealed    to  the  imagination,  but  it 
also  touched  the  heart  and  conscience.     It  rapidly  caused 
people  to  feel  that  slavery  was  more  than  a  political  ques 
tion.     Through  its  influence  hundreds  of  thousands  of  men 
and  women  now  joined  the  abolitionists  in  the  conviction 
that  slavery  was  a  great  moral  evil. 

293.  Commodore  Perry  Secures   a  Treaty  with  Japan 
(1854). — Two  years  after  the  publication  of  "Uncle  Tom's 
Cabin"  Commodore  Perry  sailed  into  the  ports  of  Japan  with 
a  fleet  of  steamers.      Previous  to  that  time   the   Japanese 
had  been  suspicious  of  all  foreign  nations  and  had  refused  to 


286 


HISTORY  OF  THE  UNITED  STATES 


trade  with  them.  Commodore  Perry  won  the  good-will  of 
these  people,  and  they  entered  into  a  treaty  of  commerce 
with  our  country.  From  that  time  Japan  has  been  on  a 
most  friendly  footing  with  the  United  States.  Through 
her  trade  relations  with  this  country  and  Europe  she  has 
come  into  touch  with  Western  civilization,  and  has  sur 
prised  the  world  by  the  eagerness  with  which  she  has 
adopted  it. 

294.  Filibustering  Expeditions  (1851-1860)  ;  The  Os- 
tend  Manifesto  (1854). — By  the  admission  of  California  as 
a  free  State  in  1850  the  balance  be 
tween  the  free  and  the  slave  States 
was  destroyed,  for  now  there  were 
sixteen  free  to  fifteen  slave  States. 
The  outlook  for  slavery  was  so 
gloomy  that  the  Southerners  turned 
their  eyes  toward  Cuba,  as  they  had 
turned  them,  a  few  years  before, 
The  slaveholders  toward  Texas.  Slavery 
eager  for  Cuba.  already  existed  in  Cuba, 
and  if  the  island  could  be  secured  to 
the  Union  it  would  furnish  two  more 
slave  States.  Our  government  was 
on  friendly  terms  with  Spain,  and  no 
pretext  for  war  existed  when,  in  1851, 

the  first  filibustering  expedition  started  out  from  New  Or 
leans.  The  scheme  ended  in  disaster,  but  there  were  still 
many  greedy  eyes  turned  toward  Cuba. 

Some  people  thought  that  Spain  might  be  induced -by 
treaty  to  give  it  up,  and  even  advocated  seizure  if  it  could 
not  be  got  by  cession.  In  1854,  therefore,  the  United  States 
ministers  to  England,  France,  and  Spain,  acting  under  in 
struction  from  President  Pierce,1  met  at  Ostend,  Belgium, 

1  Franklin  Pierce,  fourteenth  President  of  the  United  States  (1853-1857),  was 
born  in  Hillsborough,  New  Hampshire,  in  1804,  and  died  in  1869.  In  his  class 
at  Bowdoin  College,  from  which  he  was  graduated,  were  Henry  W.  Longfellow 
and  Nathaniel  Hawthorne,  the  latter  being  a  life-long  friend.  Entering  the  army 
at  the  outbreak  of  the  Mexican  War,  he  was  so  brave  that  he  was  promoted  to  the 
rank  of  brigadier-general.  After  serving  in  both  Plouses  of  Congress  he  was  elected 


FRANKLIN  PIERCE. 


THE  SLAVERY   QUESTION  287 

to  discuss  the  situation.  They  declared,  in  the  Ostend  Man 
ifesto,  that  Cuba  ought  to  belong  to  the  United  States,  and 
that  if  Spain  should  refuse  to  sell  it  we  should  secure  it  by 
force.  It  is  perhaps  unnecessary  to  say  that  the  United 
States  did  not  adopt  any  such  policy. 

TO  THE  PUPIL 

1.  Trace  on  your  map  the  three  routes  to  California  from  the  Eastern 

States.    What  were  the  results  of  the  discovery  of  gold  ? 

2.  Explain  why  California  sought  admission  into  the  Union  as  a  free 

State.    What  were  the  three  difficult  slavery  questions  in  1850  ? 

3.  In  what  way  was    the   Missouri   Compromise  called  forth  by    the 

Louisiana  Purchase  ?  What  question  was  asked  about  the  Mexican 
cession?  How  did  the  North  answer  the  question?  How  did  the 
South  ? 

4.  What  two  clauses  in  the  Compromise  of  1850  favored  the  North  ? 

What  two  the  South  ? 

5.  What  was  the  Fugitive  Slave  Law,  and  what  were  its  results  ?    Ex 

plain  the  Personal  Liberty  Bills  and  the  Underground  Railroad. 
What  effect  had  "  Uncle  Tom's  Cabin  "  upon  the  slavery  question? 

6.  What  was  the  purpose  of  the  filibustering  expedition?    What  do  you 

think  of  the  Ostend  Manifesto? 

7.  Read  the  chapters  on  slavery  in  Coffin's  "  Building  the  Nation." 


THE  FIGHT  FOR  SLAVERY  IN  THE  TERRITORIES 

295.  The  Kansas-Nebraska  Bill  (1845.)— By  the  Com 
promise  of  1850  the  people  in  all  the  territory  acquired 
from  Mexico,  except  California,  were  to  de-  The  south  desires 
cide  for  themselves  whether  or  not  they  would  "i^^tte^terri- 
have  slavery.  But  this  act  was  not  enough,  tory. 
The  need  of  the  South  for  a  still  further  extension  of  slave 
territory  to  offset  the  rapidly  growing  power  of  the  free 
North  became  more  pressing  every  year. 

By  the  Missouri  Compromise  of  1820  slavery  was  for 
ever  prohibited  in  the  Louisiana  Purchase  north  and  west 

to  the  Presidency  in  1852.  Although  he  believed  in  "  State  Rights"  and  opposed 
all  anti-slavery  movements,  he  urged  the  people  of  New  Hampshire,  in  the  stormy 
days  following  the  attack  upon  Fort  Sumter  in  1861,  to'stand  by  the  Union. 


288  HISTORY   OF  THE  UNITED   STATES 

of  Missouri,  or  north  of  the  parallel  of  36°  30'.  In  1854 
Stephen  A.  Douglas,  a  Democratic  Senator  from  Illinois, 
claimed  that  the  Compromise  of  1850  had  repealed  the  Mis 
souri  Compromise  ;  moreover,  that  Congress  had  no  Consti 
tutional  right  in  1820  to  shut  out  slavery  from  the  Louisiana 
Purchase.  He  therefore  proposed  the  erection  of  the  two 
territories  of  Kansas  and  Nebraska,  in  which  the  settlers 
should  decide  whether  they  would  have  slavery  or  not. 
This  measure,  known  as  the  Kansas-Nebraska  Bill,  became 
a  law  in  1854. 

It  had  many  important  results:  (i)  It  took  from  Con 
gress  all  authority  over  slavery  in  the  territories,  and  gave 
Results  of  the  tn*s  authority  to  the  people  ;  (2)  it  opened  to 
Kansas-Nebraska  slavery  all  the  territories  belonging  to  the 
United  States ;  (3)  it  led  to  a  bitter  struggle 
over  Kansas ;  (4)  and  it  reopened  with  renewed  bitterness 
the  slavery  controversy,  which  could  never  again  be  set 
tled  by  peaceable  means. 

296.  The  Struggle  for  the  Control  of  Kansas.— Since 
the  people  now  had  authority  to  decide  the  question  of  free 
dom  or  slavery  in  Kansas,  both  the  North  and  the  South 
made  a  desperate  effort  to  gain  control  of  the  territory. 
Emigration  was  no  longer  a  matter  of  private  or  personal 
Emigrant  aid  interests.  There  were  now  urgent  political 
secieties  in  the  reasons  why  emigration  to  Kansas  should  be 
encouraged  from  both  sections.  Meetings 
were  therefore  held  in  many  leading  Northern  cities,  and 
money  was  raised  for  the  support  of  emigrant  aid  societies 
to  send  settlers  to  Kansas.  Soon  long  trains  of  emigrant 
wagons  were  winding  their  way  across  the  prairies.  As  the 
Missouri  people  refused  to  let  them  pass  across  that  State, 
they  were  obliged  to  go  north  through  Iowa. 

Missouri  also  made  hasty  preparations  to  get  control  of 
Kansas.  But  in  this  struggle  the  South  was  at  a  disadvan 
tage,  because  slave-holders  were  afraid  to  risk  taking  their 
slaves  into  a  territory  that  might,  by  vote  of  the  people,  be 
come  free.  The  South,  therefore,  did  not  make  such  an 
organized  effort  to  settle  Kansas  as  was  made  in  the  North. 


THE   SLAVERY   QUESTION 


289 


Bloodshed  in 


Two  rival  gov 
ernments  in 
Kansas. 


The  Missouri  pro-slavery  men,  however,  made  hasty  prep 

arations  to  do  all  they  could.     Arming-  them- 

selves,  they  crossed  the  border  and  began  to 

plant  colonies.     Both  sides  were  aroused,  and  both  took 

part  in  the  plundering,  burning,  and  murdering. 

297.  Triumph  for  the   Free-State   Men.—  On   election 
days  the  men  from  Missouri,  who  soon  became  known  as 
"  border  ruffians,"  went  over  to  Kansas  in  large  numbers 
and  cast  fraudulent  votes  in  the  in 

terests  of  slavery.     By  false  voting 

and   false  counting  of  ballots  the 

pro-slavery   party   was    for    some 

time   ahead.      Two   rival   govern 

ments     were     estab 

lished.    Although  the 

anti-slavery    men 

were  clearly  in  the  majority,  Pres 

ident    Pierce   supported    the    pro- 

slavery  faction  and  used  the  influ 

ence  of  the  administration  to  secure 

the  admission  of  Kansas  into  the 

Union   as   a   slave   State.     But   in 

spite  of  all  that  could  be  done  by  President  Pierce  and  the 

pro-slavery    leaders,    the    cause    of    freedom    triumphed. 

After  three  years  (1855-1858)  of  this  civil  war,  in  what  was 

truly  called  "  Bleeding  Kansas,"  the  free-State  men  won  a 

victory,  and  Kansas  was  admitted  to  the  Union  in   1861 

with  an  antislavery  constitution. 

298.  Assault  on   Charles  Sumner  (1856).  —  During  the 
fiery  debating  in  Congress  over  the  difficulties  in  Kansas, 
the  distinguished  anti-slavery    leader,  Charles  Sumner,  of 
Massachusetts,  made  in  the  Senate  a  vigorous  speech  on  the 
"  Crime  against  Kansas."    In  this  speech  he  severely  attacked 
Senator  Butler,  from  South  Carolina.     Sumner's  Southern 
enemies  became  more  intense  in  their  hatred  of  him  than 
ever  before.     In  the  midst  of  the  exciting  days  which  fol 
lowed,  Senator  Butler's  nephew,  Preston  S.  Brooks,   who 
was  a  representative  in  Congress  from  South  Carolina,  came 


CHARLES    SUMNER. 


290  HISTORY  OF  THE  UNITED   STATES 

suddenly  upon  Mr.  Sumner  while  writing  at  his  desk  in  the 
Senate  Chamber  and  assaulted  him.  Again  and  again 
Brooks  struck  Sumner  over  the  head  with  a  cane  until  he 
Results  of  the  reeled  and  fell  senseless  to  the  floor.  Sumner 
assault.  did  not  recover  from  the  shock  for  over  three 

years.  This  assault  increased  the  bitterness  of  feeling  and 
made  both  sections  more  determined  in  their  actions. 

299.  New  Political  Parties  (1854). — Slavery  had  brought 
about  in  political  parties  great  changes,  which  we  will  now 
The  whi  s  briefly  consider.  In  1833  tne  National  Repub 

lican  Party  (see  par.  244)  was  succeeded  by  the 
Whig  Party,  of  which  Henry  Clay  became  the  leader.  This 
party  opposed  the  Mexican  War.  At  the  close  of  this 
war  many  Northern  Whigs  and  Democrats  believed  in  the 
principle  of  the  Wilmot  Proviso — that  slavery  should  be 
prohibited  in  all  the  Mexican  cession.  They  became  anti- 
slavery  men  and,  joining  the  Abolitionists,  formed  the  Free 
Soil  Party.  But  while  many  Northern  Whigs  became  anti- 
slavery  men,  many  pro-slavery  Whigs  in  the  South  joined 
the  Democrats.  The  result  was  the  breaking  into  frag 
ments  of  the  Whig  Party  after  1852. 

The  passage  of  the  Kansas-Nebraska  Bill  (1854)  caused 
still  another  split  in  parties.  By  reason  of  this  measure  all 
The  Republican  voters  in  the  North  who  opposed  the  further 
Party.  extension  of  slavery,  whether  they  had  been 

previously  known  as  Democrats  or  Free  Soilers,  called  them 
selves  Anti-Nebraska  Men.  In  the  following  year  the 
"  Anti-Nebraska  Men  "  began  to  be  called  the  Republican 
Party,  which  has  ever  since  been  known  by  that  name.  The 
corner-stone  of  the  Republican  Party  was  the  principle  con 
tained  in  the  Wilmot  Proviso. 

TABLE  OF  IMMIGRATION  FROM  EUROPE  FOR  THE  YEARS  1845-1856. 


Number  of 
Year.  Immigrants. 

1845 

1846 154,416 

1847 • 234,968 

1848 226, 527 

1849 297,024 

1850. 310,004 


Number  of 
Year.  Immigrants. 

1851 379.466 

1852 371,603 

1853 368,645 

1854 427,833 

1855 200, 877 

1856 200,436 


THE  SLAVERY  QUESTION 


2QI 


300.  Immigration  from  Europe. — Before  1840  the  total 
number  of  foreign  immigrants  into  the  United  States  during 
any  one  year  never  exceeded  100,000.  A  reference  to  the 
immigration  table  given  above  will  show  that  from  1845 
onward,  especially  after  1848,  the  increase  was  surprisingly 
great.  During  almost  the  whole  decade  from  1840  to  1850 
there  was  in  Europe  much  unrest,  and  this  led  The  reasons  for 
to  political  disturbances  extending  through 
many  European  countries.  In  1846  and  1847 
a  terrible  famine  in  Ireland  caused  thousands  to  seek 
homes  in  the  United  States.  The  discovery  of  gold  in 
California,  also,  had  a  great  influence  in  stimulating  the 
desire  to  seek  a  land  where  the  working  man  could  have 
prosperity,  political  freedom,  and  happiness.  As  can  be 
seen  by  noting  the  rapid  increase  of  population  in  many 
of  our  Western  States  and  Territories,  a  large  number  of 
these  immigrants  joined  the  westward  movement. 

TABLE  OF  POPULATION  IN  WESTERN  STATES  AND  TERRITORIES  IN  1840,  1850, 

AND   1860. 


STATES. 

POPULATION. 

Illinois  

1840. 
472,2^4 

1850. 
846,074 

1860. 
1,704,32'? 

478  698 

Q77  1^4 

I   33Q  OOO 

42,0,24. 

I9I,88l 

673,844 

211,560 

39^071 

742,314 

\Visconsin  ......    ...    ......    ....    .... 

3O  74Q 

304,7^6 

m,7io 

01,6^6 

361,  -K3 

6,0^8 

171,864 

Utah  

JI.7C4 

40,214 

Colorado       ...    .......    ....   .    ..    . 

34.  231 

106,  ^70 

28  7CQ 

£2,337 

It  is  significant  that  nearly  all  of  them  sought  the  North. 
They   avoided    making   their    homes    in    the    why  Immigrant8 
South,  because  there  labor  was  servile  and    would  not  settle 
degrading.     In  fact,  the  slave-holders  did  not    lntheSouth- 
encourage  European  immigrants  to  come  South  because 


HISTORY  OF  THE  UNITED  STATES 


they  thought  the  presence  of  free  white  laborers  might 
dissatisfy  the  slaves  with  their  condition  and  lead  them  to 
rise  in  insurrection.  The  slave-holders  even  guarded  against 
the  spread  of  intelligence  among  their  slaves,  on  account  of 
the  discontent  intelligence  was  sure  to  bring  about  among 
the  blacks. 

301.  Economic  and  Social  Conditions  in  the  South. — 
We  see,  then,  that  slavery  in  the  South  prevented  the  in 
crease  of  population  there  by  immigration,  and  thus  hin- 


OLD   PLANTATION   DAYS. 

dered  the  most  rapid  development  of  its  resources.  There 
were  reasons,  also,  within  the  South's  own  boundaries,  which 
explain  why  it  did  not  keep  pace  with  the  North  in  indus- 
Three reasons  trial  prosperity  :  (i)  The  negroes  were  so  lazy 

behln^thrNor^h  and  careless  tnat  on  tne  average  two  or  three 
in  prosperity.  slaves  in  the  South  would  do  only  as  much 
work  as  one  free  laborer  in  the  North.  (2)  Since  slavery 
degraded  labor,  the  large  class  of  people  in  the  South  known 
as  "  poor  whites"  would  work  but  little.  (3)  The  planters 
themselves  spent  most  of  their  time  in  leisure,  leavii?£  their 
business  in  charge  of  overseers. 

When  we  bear  in  mind  that  of  the  three  great  classes  of 
people  in  the  South — the  planters,  the  poor  whites,  and  the 
slaves — the  planters  did  nothing,  the  poor  whites  as  little  as 
they  could,  and  the  slaves  not  more  than  half  as  much  as  the 


THE  SLAVERY   QUESTION  293 

same  number  of  intelligent  free  laborers  would  have  done, 
we  cannot  be  surprised  that  the  South  was  so  rapidly  out 
stripped  by  the  North  in  productive  power  and  therefore 
in  wealth  and  prosperity. 

302.  Economic  and  Social   Conditions  in  the  North. — 
While  there  were  three  great  classes  in  the  South,  there 
was  in  the  North,  so  far  as  production  was  concerned,  but 
one.     In  this  section  nearly  ail  belonged  to  the  working, 
producing  class.     In  the  North,  there  was  the  busy  hum  of 
industry.     A  spirit  of  enterprise,  manifesting  itself  in  agri 
culture,  manufacture,  trade,  and  commerce,  was  everywhere 
present.      All  labor   was   honorable  and  idlers  were  few. 
Such  being  the  industrial  conditions,  the  North  was  soon 
far  ahead  of  the  South  in  population,  in  productive  power, 
and  in  political  influence. 

303.  Influence  of  the  "West  in  Favor  of  Nationalism. — 
Again  glancing  over  the  tables  of   population  in  some  of 
the  Western  States  and  territories  from   1840  to  1850  and 
from  1850  to  1860,  we  shall  see  that  the  increase  was  very 
great.     Nor  was  it  all  due  to  foreign  immigration.      Much 
of  it  was  the  result  of  the  large  movement  of  population 
from  the  Eastern  States.     The  prairie  lands,  so  fertile  and 
so  easily  brought  under  cultivation,  invited     The  prairies  and 
the  laborer  to  begin  life  anew   where  indus-     the  railroad, 
trial   conditions    highly  favored  prosperity.     The  railroad 
encouraged  the  movement  by   making  the  transportation 
of  emigrants  and  goods  rapid,  easy,  and  inexpensive. 

It  is  worth  while  to  notice  that  only  a  small  part  of  this 
westward  emigration  was  from  the  South.  Frlendly  reiations 
The  West  was  being  rapidly  occupied  by  men  between  the  North 
who  were  not  in  sympathy  with  the  slave-  andtheV 
holding  planter.  Moreover,  when  these  people  in  the  West 
began  to  find  a  market  for  their  corn,  wheat,  and  other 
produce,  they  traded  with  the  North  because  the  North 
had  what  they  needed.  The  North  and  the  West  found 
mutual  profit  in  trade.  With  common  interests  they  soon 
found  themselves  having  common  sympathies  and  common 
political  aims  and  purposes. 


294 


HISTORY  OF   THE  UNITED   STATES 


Year  by  year  the  West  became  more  and  more  like  the 
North.  Her  loyalty  to  the  Union  was  unquestioned.  Hav 
ing  received  statehood  from  the  national  government,  the 
Western  States  had  very  little  of  that  State  Rights  feeling 
National  feeling  so  common  in  the  South.  They  were  first  of 
in  the  west.  a}[  Americans,  ready  to  stand  up  for  the  pres 
ervation  of  the  Union  whenever  it  should  be  in  danger. 
When  the  inevitable  clash  of  arms  between  the  North  and 
the  South  came  in  1861,  the  West 
erner  was  on  the  side  of  the  North, 
and  shouldered  his  musket  in  behalf 
of  a  Union  which  he  had  unwittingly 
helped  to  weld  into  a  solid,  indivisible 
nation. 

304.  The  Financial  Panic  of  1857. 
— The  great  financial  panics  of  the 
last  century  occurred  at  intervals  of 
about  twenty  years.  You  will  recall 
that  the  panic  of  1837  was  preceded 
by  unusual  business  prosperity.  The 
same  condition  existed  before  the 
panic  of  1857.  It  was  easy  to  get 
money,  and  men  were  seized  with  the 
desire  to  make  fortunes  by  speculat 
ing  in  Western  lands.  Railroads  were  built  faster  than  they 
could  get  business  support.  The  discovery  of  gold  in  Cali 
fornia  and  Australia  had  increased  the  money  in  circulation 
Causes  of  the  and  thus  contributed  to  the  general  feeling  of 
Panic-  prosperity.  Extravagance  in  living  followed. 

Trade  was  greatly  stimulated,  and  soon  there  was  an 
over-production  of  goods.  There  had  been  too  much 
credit,  and  that  brought  on  the  panic.  In  August,  1857, 
the  crash  came  and  everywhere  there  was  great  business 
distress. 

305.    The   Dred   Scott   Decision   (1857).! — The    Kansas- 
Nebraska  Bill  (1854)  deprived  Congress  of  all  authority  over 

1  This  noted  decision  was  made  public  in  the  first  year  of  Buchanan's  adminis 
tration.    James  Buchanan,  fifteenth  President  of  the  United  States  (1857-1861),  was 


JAMES    BUCHANAN. 


THE  SLAVERY   QUESTION  295 

the  question  of  slavery  in  the  Territories  and  left  it  wholly 
in  the  hands  of  the  people.  Then  began  the  The  principle  oi 
struggle  between  the  two  sections  for  control.  ^gpnut^ap°p^erd"  to 
It  was  soon  evident  that  the  North,  with  ail  the  territories. 
greatly  superior  resources,  must  win  the  other  Territories 
just  as  it  had  won  in  Kansas. 

The  South  was  dismayed  at  the  prospect  and  looked 
about  for  some  means  of  escaping  from  the  apparently 
hopeless  situation.  The  means  was  found  in  the  Dred 
Scott  Decision  (1857).  Dred  Scott  was  a  slave  belonging 
to  an  army  surgeon.  In  1834  this  surgeon  went  with  his 
slave  from  Missouri  to  Illinois,  and  some  years  afterward 
to  Minnesota  Territory.  On  the  return  of  master  and 
slave  to  Missouri,  Dred  Scott  claimed  that,  inasmuch  as  he 
had  been  taken  by  his  owner  into  free  territory,  he  himself 
was  a  free  man.  The  case  was  finally  tried  in  the  Supreme 
Court  of  the  United  States.  The  decision  supported  the 
extreme  position  the  pro-slavery  men  had  taken. 

It  declared,  in  effect,  (i)  that  a  slave,  according  to  the 
Constitution,  was  not  a  person  but  a  chattel  or  mere  piece 
of  property ;  (2)  that  the  Missouri  Compromise,  forbidding 
slavery  in  a  part  of  the  Louisiana  Purchase,  was  unconstitu 
tional,  since  Congress  had  no  right  to  interfere  with  slavery 
in  the  Territories;  (3)  and  that  a  master  had  as  much  right 
to  take  his  slave  with  him  into  a  free  State  as  he  had  to  take 
his  horse,  his  cow,  or  any  other  kind  of  personal  property. 

This  decision  was  far-reaching.  It  meant  nothing  less 
than  the  extension  of  slavery  all  over  the  Union.  It  inten 
sified  the  anti-slavery  feeling  in  the  North,  where  many 
threatened  that  they  would  not  obey  the  decision.  The 
slave-holders  became  reckless.  They  even  went  so  far  as 
to  reopen  the  slave-trade  with  Africa,  for  the  importation 

born  near  Mercersburg,  Pennsylvania,  in  1791,  and  died  in  1868.  After  his  gradu 
ation  from  Dickinson  College  he  studied  law.  He  filled  many  public  positions  of 
great  responsibility.  Besides  serving  in  both  Houses  of  Congress,  he  became  Sec 
retary  of  State  under  President  Polk  and  minister  to  England  in  Pierce's  adminis 
tration.  As  President  of  the  United  States  during  the  trying  years  just  preceding 
the  Civil  War,  he  was  severely  blamed  by  the  Unionists  because  he  did  not  take  a 
firm  stand  in  opposition  to  the  secession  movement. 


296 


HISTORY   OF  THE   UNITED   STATES 


LAST    MOMENTS    OF   JOHN    BROWN. 
From  a  painting  by  Thomas  Hovenden.     Copyright,  1883,  by  Thomas  Hovenden.  ' 

of  slaves  was  carried  on  from  1857  to  the  outbreak  of  the 
siave-trade with  Civil  War.  This  high-handed  proceeding — a 
AfHca  re-opened,  direct  violation  of  the  law  prohibiting  the 
importation  of  slaves  after  1808 — indicated  that  all  hope  for 
further  compromise  was  useless. 

306.  John  Brown's  Raid  at  Harper's  Ferry  (1859). — John 
Brown  was  a  thorough-going  abolitionist,  who  had  taken  a 
prominent  part  in  the  struggle  for  Kansas.  He  had  a  strong 
John  Brown  and  will,  a  rugged,  intense  nature,  and  was  deeply 
his  plan.  religious.  He  believed  that  slavery  was  a 

curse  to  the  nation,  and  that  he  himself  was  an  instrument 
in  God's  hands  to  put  an  end  to  it  in  this  country.  The 
only  way  to  carry  out  his  purpose  was,  as  he  thought,  to 
make  slave-property  insecure.  His  plan  was  to  aid  the 
slaves  in  rising  and  then  escaping  to  the  mountains  of  Vir-» 
ginia,  which  would  become  a  rallying-place  for  the  negroes. 


THE  SLAVERY  QUESTION  297 

Having-  this  aim  in  view,  in  the  autumn  of  1859,  witn  about 
twenty  followers,  he  seized  the  arsenal  at  Harper's  Ferry. 

His  plan  met  with  disastrous  failure.     He  was  captured, 
brought  to  a  speedy  trial,  and   hanged.     Throughout  his 
trial  he  was  calm  and  dignified,  and  he  died  bravely.     The 
South  was  alarmed  and  angered  by  this  delib-     Results  of  the 
erate    plan   to   stir  up  a   general    uprising  of      raid- 
slaves.     A  large  majority  of  the  Northern  people  also  bit 
terly  condemned  it.     John  Brown's  raid  increased  the  mis 
understanding   and  widened  the  breach   between  the  two 
sections.     The  irrepressible  conflict  was  now  at  hand. 

TO  THE   PUPIL 

1.  How  did  the  Kansas-Nebraska  bill  differ  from  the  Missouri  Compro 

mise  ?  What  important  results  did  it  have  ?  What  struggle  did  the 
North  and  the  South  make  to  get  control  of  Kansas  ? 

2.  You  can  easily  see  how  such  a  struggle  would  stir  up  bitter  feelings 

in  the  people  of  the  North  and  of  the  South.  The  assault  on  Charles 
Sumner  illustrates  well  the  intensity  and  depth  of  this  feeling. 

3.  You  will  do  well  to  note  that  the  "Anti-Nebraska  Men  "  banded  to 

gether  on  the  one  issue — that  there  should  be  no  further  extension  of 
slavery.  The  members  of  the  Republican  Party  did  the  same.  The 
fight  all  along,  except  in  the  case  of  the  Abolitionists,  was  about  the 
extension  of  slavery  into  new  States. 

4.  Why  did  European  immigrants  refuse  to  settle  in  the  South  ?    Give 

three  reasons  why  the  South  fell  behind  the  North  in  prosperity. 

5.  Account  for  the  friendly  relations  between  the  North  and  the  West, 

and  for  the  national  feeling  in  the  West. 

6.  Before  taking  up  the  Dred  Scott  decision  review  the  following  topics  : 

Natural  boundary  between  the  free  and  the  slave  States  before  the 
purchase  of  Louisiana ;  the  Missouri  Compromise  (1820) ;  the  Com 
promise  of  1850;  the  Kansas-Nebraska  Bill  (1854). 

7.  What  extreme  ground  was  taken  by  the  slave-holders  in  the  Dred 

Scott  Decision  ?  What  were  the  far-reaching  results  of  this  deci 
sion  ? 

8.  What  was  John  Brown's  plan  ?    What  were  the  results  of  his  raid  ? 

9.  Subject  for  debate:  Resolved,  that  slavery  was  a  social,  industrial, 

moral,  and  political  evil  to  the  South. 
10.  By  ail  means  read  Harriet  Beecher  Stowe's  "  Uncle  Tom's  Cabin." 


CHAPTER  XVIII 

SECESSION  AND  THE    CIVIL  WAR  (1860-1865) 

REFERENCES:  Scribner's  Popular  History  of  the  United  States,  IV.;  An- 
drew's  United  States,  II. ;  Burgess's  Civil  War  and  Reconstruction;  Wilson's 
Division  and  Reunion ;  Coffin's  Building  the  Nation  ;  Richardson's  History  ot 
Our  Country;  Champlin's  Young  Folks'  History  of  the  War  for  the  Union; 
Barnes's  Popular  History  of  the  United  States. 

OUTSIDE  READINGS:  Wilson's  A  History  of  the  American  People,  IV.; 
Comte  de  Paris's  Civil  War ;  Draper's  Civil  War;  Rhodes's  United  States, 
III.  and  IV.;  Ropes's  Story  of  the  Civil  War,  I.  and  II.;  Qreeley's  American 
Conflict;  Alexander  H.  Stephens 's  War  Between  the  States;  Jefferson 
Davis's  Rise  and  Fall  of  the  Confederate  Government;  Qoldwin  Smith's 
United  States;  Pollard's  Lost  Cause;  Spear's  The  History  of  Our  Navy,  IV.; 
Morris's  Half  Hours  with  American  History, II.;  Ropes's  Army  Under  Pope; 
Doubleday's  Chancellorsville  and  Gettysburg;  Fiske's  The  Mississippi  Valley 
in  the  Civil  War;  Cox's  March  to  the  Sea;  Pond's  Shenandoah  Valley; 
Coffin's  Drum-Beat  of  the  Nation;  Coffin's  Freedom  Triumphant;  Coffin's 
Marching  to  Victory;  Soley's  Sailor  Boys  of  '61 ;  Soley's  Blockade  and 
Cruisers;  Parker's  Recollections  of  a  Naval  Officer;  Hague's  Blockaded 
Family;  Maury's  .  Recollections  of  a  Virginian;  Dodge's  Bird's-Eye  View  of 
the  Civil  War;  Johnson's  Short  History  of  the  War;  Nicolay  and  Hay's 
Abraham  Lincoln;  Horse's  Abraham  Lincoln;  Brooks's  Abraham  Lincoln ; 
Pratt's  Lincoln  in  Story;  Tarbell's  Abraham  Lincoln ;  Grant's  Personal  Mem 
oirs;  Adams's  Charles  Francis  Adams;  Lothrop's  William  H.Seward;  Davies's 
General  Sheridan;  Mahan's  Admiral  Farragut;  Lee's  General  Lee;  Sher 
man's  Memoirs;  Sheridan's  Memoirs;  Home's  General  Thomas;  McClel= 
Alan's  Own  Story;  Cooke's  Robert  E.  Lee;  Cooke's  "Stonewall"  Jackson; 
Hughes's  Joseph  E.  Johnston ;  Church's  Ericsson ;  Qoss's  Recollections  of  a 
Private ;  Trumbull's  War  Memories  of  an  Army  Chaplain ;  Gordon's  Rem 
iniscences  of  the  Civil  War;  Hart's  Romance  of  the  Civil  War;  Alcott's  Hos 
pital  Sketches;  Livermore's  My  Story  of  the  War. 

FICTION:  Page's  In  Ole  Virginia;  Page's  Among  the  Camps;  Page's 
Two  Little  Confederates ;  Henty's  With  Lee  in  Virginia;  Trowbridge's  Cud- 
joe's  Cave;  Trowbridge's  Three  Scouts;  Trowbridge's  Drummer  Boy;  But- 
terworth's  In  the  Boyhood  of  Lincoln;  Goss's  Tom  Clifton;  Stoddard's  Bat 
tle  of  New  York;  Churchill's  The  Crisis. 

298 


SECESSION  AND   THE    CIVIL   WAR  299 

POETRY:  Holmes's  View  of  the  Loyal  North;  Holmes's  Our  Country; 
Whittier's  Barbara  Frietchie;  Harte's  John  Burns  of  Gettysburg;  Read's 
Sheridan's  Ride;  Work's  Marching  through  Georgia;  Tenting  on  the  Old  Camp 
Ground;  Stoddard's  Burial  of  Lincoln ;  Longfellow's  Decoration  Day. 


THE  WAR    BEGINS 

307.  Slavery  Splits  the  Democratic  Party  (1860).— By 

1860  the  question  of  slavery  caused  a  split  in  the  Demo 
cratic  Party.  The  Northern  Democrats  believed  in  the 
principle  of  popular  sovereignty ',  which  allowed  the  people  in 
the  territories  to  decide  for  themselves  whether  or  not  they 
would  have  slaves.  The  Southern  Democrats  declared  that 
the  Constitution  imposed  upon  Congress  the  duty  of  pro 
tecting  slavery  in  the  territories,  and  they  supported  their 
view  by  the  Dred  Scott  Decision.  The  Republican  Party 
declared  that  the  Constitution  imposed  upon  slavery  in  the 
Congress  the  duty  of  forbidding  slavery  in  the  territories. 
territories  and  repudiated  the  Dred  Scott  Decision.  This 
party  did  not  at  that  time  favor  the  abolition  of  slavery. 
The  great  political  issue,  therefore,  in  the  campaign  of  1860 
was  the  extension  of  slavery  into  the  territories.  The 
Northern  Democrats  nominated  for  President  Stephen  A. 
Douglas;  the  Southern  Democrats,  John  C.  Breckin- 
ridge ;  and  the  Republicans,  Abraham  Lincoln.  As  the 
Democratic  vote  was  divided  the  Republicans  elected  their 
candidate. 

308.  Abraham  Lincoln.1 — The  new  President  was  one  of 
the  most  remarkable  men  that  the  country  has  produced. 
While  Lincoln  was  still  young,  his  parents,  who  were  of 
very   humble   origin,   moved   to  Indiana.     His  home  sur 
roundings  were  such  as  a  log  hut  in  the  backwoods  could 

1  Abraham  Lincoln,  sixteenth  President  of  the  United  States  (186*1-1865),  was 
born  in  Hardin  County,  Kentucky,  February  12,  1809,  and  died  at  the  hands  of  an 
issassin  in  1865.  His  father,  who  could  neither  read  nor  write,  removed  to  In 
diana  when  his  son  was  only  seven  years  of  age,  and  later  to  Illinois.  After  serving 
as  captain  in  the  war  with  the  Black  Hawk  Indians  Lincoln  was  elected  as  a  mem- 
ber  of  the  Illinois  State  Legislature.  In  1837  he  began  to  practise  law  and  soon 
became  distinguished  for  his  ability  as  a  lawyer.  In  1847-1849  he  served  a£  Rep» 


300 


HISTORY  OF  THE  UNITED  STATES 


furnish,  and  his  advantages  were  few.  He  had  less  than  a 
year's  training  in  the  rude  schools  of  the  region ;  yet  de 
spite  his  rough  exterior  he  developed  into  a  youth  of  manly 
character.  He  became  known  as  "Honest  Abe."  His 
clear  head  and  good  judgment  caused  him  to  be  selected 
as  a  judge  to  settle  disputes  among  his  friends  and  neigh, 
bors.  He  was  six  feet  four  inches  in  height  and  a  giant  in 
strength. 

His  opportunities  for  reading  were  so  limited  that  it  was 
hard  work  for  him  to  make  much  headway  with  even  the 

few  books  he  could  get.  But  he 
was  patient  and  persevering  in  the 
Patient  and  per*  face  ol  difficulties,  and 
severing.  gradually  won  a  great 

reputation  as  a  debater  and  public 
speaker.  He  had  a  keen  sense  of 
humor,  was  a  good  story-teller,  and 
possessed  a  rare  power  in  winning 
men  over  to  his  views.  His  mag 
netic  influence,  joined  to  his  clear 
judgment  and  sincerity  of  purpose, 
thus  made  him  a  great  leader  in  the 
affairs  of  the  nation. 

309.  The  Southern  Point  of 
View. — Soon  after  Lincoln's  elec 
tion,  South  Carolina,  the  leader  in 

the  attempt  to  dissolve  the  Union,  passed  the  Ordinance  of 
Secession  (December  20,  1860).  The  Southern  leaders  did 
not  closely  discriminate  between  Abolitionists  like  William 
Lloyd  Garrison  and  John  Brown,  and  Republicans  like 
Seward  and  Lincoln.  Therefore,  when  the  Republican 
candidate  was  elected,  these  leaders  naturally  thought  that 

resentative  in  Congress.  He  first  attracted  special  attention,  however,  by  his  able 
speech  in  reply  to  Stephen  A.  Douglas  on  the  repeal  of  the  Missouri  Compromise. 
This  speech  and  his  great  reputation  led  to  his  nomination  by  the  Republicans  in 
1858  for  the  United  States  senatorship.  Douglas  was  nominated  by  the  Demo 
crats.  The  contest  was  a  memorable  one.  Although  Douglas  secured  the  election, 
Lincoln's  brilliant  debating  with  Douglas  led  to  his  nomination  for  the  Presidency 
in  1860. 


ABRAHAM  LINCOLN. 


SECESSION  AND   THE  CIVIL  WAR 


301 


slavery  would  thrive  better  out  of  the  Union  than  in  it. 
Like  Calhoun,  Southern  leaders  in  general  were  more  at 
tached  to  their  States  than  to  the  Union.  The  state  first 
And,  since  they  believed  that  the  separate  in  the  south. 
States  were  possessed  of  sovereign  power,  they  also  be 
lieved  that  any  State  could  withdraw,  or  secede,  from  the 
Union  whenever  it  pleased. 

310.  The  Northern  Point  of  View. — The  North  believed, 
as  Webster  had   declared  (1830),  that  the  Constitution  was 


LINCOLN  S    BIRTHPLACE. 

not  a  compact  between  sovereign  States  but  the  fundamental 
law  of  the  nation  ;  that  the  Union  was  "  now  and  forever, 
one  and  inseparable."  With  the  South  the  The  Union  first 
State  was  first  and  the  Union  second:  with  in  the  North. 
the  North  the  Union  stood  first,  and  no  State  had  a  right 
to  secede  from  the  Union  against  the  consent  of  the  other 
States.  According  to  the  latter  view,  peaceable  secession, 
as  Webster  said  (1850),  was  impossible.  When,  therefore, 
South  Carolina  passed  the  Ordinance  of  Secession,  she  gave 
the  signal  for  a  terrible  struggle  in  which  the  life  of  the 
nation  was  threatened. 

311.  Slavery  the  Real  Cause  of  the  War. — The  follow 
ing  were  the  principal  steps  in  the  disagreement1  resulting 
in  Civil  War  between  the  North  and  the  South.  By  reason 
of  an  unfavorable  soil  and  climate,  slavery  did  not  pay  in 

1  Of  course  the  two  sections  had  long  disagreed  on  the  tariff  question  also.  But 
we  have  already  seen  how  slavery  led  to  this  disagreement. 


302  HISTORY  OF  THE   UNITED   STATES 

the  North,  while  it  seemed  to  pay  in  the  South.  As  the 
moral  sentiment  against  slavery  increased  in  the  North, 
steps  toward  the  the  South  saw  that  the  interests  of  the  slave- 
Civiiwar.  holder  demanded  an  extension  of  slavery  into 

new  States.  The  North  objected.  This  disagreement  ar 
rayed  the  sections  against  each  other. 

Finally  the  Southern  slave-holders  declared  that,  since 
the  States  were  nations  with  sovereign  power,  they  had  a 
perfect  right  to  secede  from  the  Union  and  erect  a  Con 
federacy  with  slavery  as  the  corner-stone.  When  eleven 
of  the  fifteen  slave  States  tried  to  break  up  the  Union  by 
secession,  the  free  States  were  determined  to  preserve  the 
Union,  and  the  result  was  the  Civil  War.  Slavery,  there 
fore,  was  the  real  cause  of  the  war,  although  secession  was 
the  occasion  of  the  outbreak. 

312.  Secession  of  the  Remaining  Cotton  States  and 
Organization  of  the  Confederacy. — Within  six  weeks  after 
the  secession  of  South  Carolina,  the  six  other  cotton  States, 
Georgia,  Florida,  Alabama,  Mississippi,  Louisiana,  and 
Texas,  had  likewise  seceded.  The  cotton  States  naturally 
seceded  first,  because  there  slave  labor  was  more  profitable 
than  in  other  parts  of  the  South.  On  February  4,  1861, 
delegates  from  all  these1  States  except  Texas  met  at  Mont 
gomery,  Alabama,  and  proceeded  to  the  organization  of  the 
"'Confederate  States  of  America."2  Jefferson  Davis,3  of 

1  The  South  was  disappointed  because  some  of  the  slave  States  did  not  secede 
and  because  the  Northern  people  were  so  united.     The  Secessionists  did  not  expect 
the  cause  to  meet  with  such  firm  opposition  throughout  the  North. 

2  The  Confederate  capital  was  removed  from  Montgomery,  Alabama,  to  Rich 
mond,  Virginia,  on  May  20,  1861. 

3  Jefferson  Davis  was  born  in  Kentucky  in   1808,  and  died  in  1889.     After 
graduating  from  West  Point  (1828)  he  served  in  the  army  for  some  years  and  then 
became  a  cotton-planter  in  Mississippi.      He  took  his  seat  in  Congress  in  1845,  but 
again  entered  the  army  on  the  outbreak  of  the  Mexican  War.     He  distinguished 
himself  for  bravery  in  this  war,  receiving  a  severe  wound  at  the  battle  of  Buena 
Vista.     He   represented   his    State  (Mississippi)  in   the  United   States   Senate  in 
1847-51,  and  was  Secretary  of  War  under  President  Pierce.     He  again  entered  the 
Senate  in  1857  and  there  remained  until  the  beginning  of  the  Civil  War,  when  he 
resigned.     He  was  elected  President  of  the  Southern  Confederacy  and  remained  in 
that  office  until  the  end  of  the  war. 


SECESSION  AND  THE  CIVIL  WAR 


303 


Mississippi,  was  elected  President,  and  Alexander  H.  Ste 
phens,1  of  Georgia,  Vice-President. 

313.  Advantages  of  the  North. — In  this  great  struggle 
the  North  and  the  South  were  more  evenly  matched  than 
is  sometimes  supposed.    The  North  had  many  advantages: 
(i)  She  had  a  population  of  twenty-three  millions,  while  the 
seceding  States  had  but  nine  millions,  three  and  a  half  mil 
lions  of  whom  were  slaves.     (2)  She  had  many  factories,  by 
means  of  which  the  necessary  mili 
tary  supplies  could  be  furnished  to 

her  armies.  The  South  had  to  get 
her  supplies  from  abroad.2  (3)  The 
North  had  a  navy  that  gave  her 
command  of  the  sea,  while  the  South, 
having  put  nearly  all  her  energies 
into  the  cultivation  of  rice,  cotton, 
sugar,  and  tobacco,  had  few  sailors 
and  no  navy.  Her  extensive  sea- 
coast  and  large  rivers  were  therefore 
open  to  attack  from  Northern  vessels. 
(4)  The  North  had  also  a  greater 
number  of  able  business  men  and  far 
more  wealth  than  the  South.  The 
industrial  system  of  the  North  had  developed  men  of  the 
highest  business  ability. 

314.  Advantages  of  the  South. — The  South  had  the  fol 
lowing  advantages:  (i)  Fighting  on  the  defensive,  on  her 

'Alexander  H.  Stephens  was  born  near  Crawfordsville,  Georgia,  in  1812,  and 
died  in  1883.  After  graduating  from  the  State  University  at  the  head  of  his  class, 
he  studied  law  and  soon  began  his  long  political  career  by  securing  an  election  to 
the  State  Legislature.  As  a  representative  in  Congress  for  sixteen  years,  1843-59, 
he  proved  himself  to  be  a  statesman  of  conspicuous  ability.  In  1860  he  vigorously 
opposed  secession,  but  when  Georgia  seceded  "he  went  with  his  State."  He  was 
elected  Vice-President  of  the  Southern  Confederacy  and  continued  in  that  position 
throughout  the  Civil  War.  The  year  before  his  death  he  was  elected  governor  of 
Georgia.  He  was  a  man  of  very  slight,  frail  body,  and  toward  the  end  of  his  life 
had  to  be  wheeled  about  in  a  chair. 

2  Not  until  the  war  was  half  over  did  the  Confederates  succeed  in  building  and 
equipping  the  factories  necessary  for  supplying  their  troops  with  guns  and  ammuni 
tion. 


JEFFERSON   DAVIS. 


304  HISTORY  OF  THE  UNITED   STATES 

own  soil,  she  needed  fewer  soldiers.  Generally  she  could 
select  her  own  positions  behind  breastworks  and  could 
fight  near  her  base  of  supplies.  On  the  other  hand,  many 
Northern  troops  were  required  to  garrison  strategic  points 
that  had  been  captured  in  the  South.  Before  the  war  had 
closed  a  large  proportion  of  the  Union  soldiers  were  guard 
ing  conquered  territory.  (2)  At  the  beginning  of  the  war 
the  South  had  most  of  the  experienced  generals.  (3)  More 
over,  the  Southern  people,  almost  exclusively  devoted  to 
the  out-door  life  of  agricultural  pursuits,  were  well  pre 
pared  to  endure  the  severe  physical  strain  demanded  of  a 
soldier  in  time  of  war.  (4)  The  Southern  troops,  accus 
tomed  to  the  woods  of  the  South,  had  a  great  advantage 
also  in  that  considerable  part  of  the  fighting  took  place 
in  the  woods  and  wild  regions. 

315.  The  South  Seizes  National  Property;  the  Star  of 
the  West. — Throughout  the  area  of  secession  the  South  at 
once  began  to  seize  custom-houses,  forts,  arsenals,  and  all 
other  property  belonging  to  the  United  States.  Some  of 
President  Buchanan's  Cabinet  were  Southern  men  in  full 
sympathy  with  the  secession  movement,  and  they  took  ac 
tive  measures  to  aid  the  South  by  sending  arms  and  military 
supplies  to  Southern  forts. 

Buchanan  did  not  believe  in  the  right  of  secession, 
but  neither  did  he  believe  that  the  National  government 
Buchanan's  inde-  had  a  right  to  use  coercion.  As  he  was  in 
diswteVipon  sympathy  with  the  Southerners  on  the  slav- 
the  union.  ery  question,  he  was  unwilling  to  oppose  them 

by  preventing  secession.  The  seceding  States  were  there 
fore  allowed  to  do  much  in  preparation  for  war  before  Lin 
coln  came  into  office.  If  the  iron-willed  Andrew  Jackson 
had  been  President,  in  place  of  Buchanan,  secession  would 
probably  have  been  put  down  before  gaining  much  head 
way.  Buchanan,  with  unfortunate  indecision,  let  things 
drift,  and  by  this  let-alone  policy  brought  disaster  upon 
the  Union. 

Before  Lincoln's  inauguration  the  South  was  ready  for 
a  terrible  struggle.  Early  in  January  (1861)  President  Bu- 


MAP  OF  THE 

UNITED  STATES 

SHOWING 
IRSTASJD  SECOND  SECESSION  AKE 


and  the  Four  Slave  States  that  did  not 
C3  Union  Free  States.  (—JUnion  Slave  holding 
CD  Statei  weeded  before  April  15, 18C1. 
C3  States  seceded  after  April  15.  1861. 


Territories  controlled  by  the  Federal  Government.    N/c  g 
lountain  Area  of  the  South  outlined  thus:  _•._     I      '      QL 


0     50    100          200          300  400 

Scale  of  Miles. 


SECESSION   AND   THE   CIVIL  WAR  305 

chanan  sent  the  merchant  steamer  Star  of  the  West  with  men 
and  supplies  for  Major  Anderson  of  the  United  States  army, 
who  had  command  at  Fort  Sumter  in  Charleston  Harbor, 
but  the  South  Carolina  army  in  Charleston  fired  upon  the 
steamer  and  prevented  her  reaching-  the  fort. 

316.  Lincoln's    Inaugural    Address. — The   time   for   de 
cisive  action  had  at  last  come.     In  the  midst  of  intense  ex 
citement  all  over  the  Union  Lincoln  started  from  his  home 
in  Illinois  for  Washington.     Before  reaching  Baltimore  he 
was  informed  that  a  plan  had  been  laid  to  assassinate  him 
as  he  passed  through  that  city.     He  therefore  changed  his 
plans  and  went  to  Washington  at  night  on  a  special  train. 
In  his  inaugural  address  (March  4,  1861)  he  said  he  had  no 
intention  of  interfering  with  slavery,  because  he  thought 
the  Constitution  had  given  him  no  such  authority.     But  he 
declared  that  he  would  do  everything  in  his  power  to  pre 
serve,  protect,  and  defend  the  Union.     President  Lincoln's 
address  was  free  from  bitterness,  but  left  no  doubt  of  the 
firmness  of  his  purpose  to  uphold  the  Constitution. 

317.  The  Confederates  Capture  Fort   Sumter. — Neither 
the  North  nor  the  South  wished  to  strike  the  first  blow,  but 
the    South    was    eager   to   get  possession  of  Fort  Sumter. 
Major  Anderson  was  in  command  here  with  asmall  force  of 
about  eighty  fighting  men.     The  Confederates  had  an  op 
posing  army  of  between  5,000  and  6,000  men.     Moreover, 
Major  Anderson  had  only  a  small  supply  of  provisions  on 
hand.     About  one  month  after  the  inauguration  of  Lincoln 
the  latter  decided  to  send  supplies  to  the  garrison. 

Two  days  after  this  decision  reached  South  Carolina 
General  Beauregard,  who  commanded  the  Confederate 
troops  in  Charleston,  demanded  the  surrender  of  the  fort. 
When  Major  Anderson  refused,  Beauregard  opened  fire  at 
4.30  on  the  morning  of  April  12,  1861.  For  thirty-four  hours 
the  brave  garrison,  with  little  to  eat,  held  out  The  brave  Httie 
against  the  overwhelming  forces  of  the  enemy,  garrison  makes  a 
On  the  morning  of  the  second  day  the  Con-  8tubborn  defense- 
federates,  firing  hot  shot,  set  on  fire  the  barracks  and  other 
wood-work  in  the  fort.  The  flames  were  dangerously  near 


306  HISTORY   OF  THE   UNITED   STATES 

the  powder  magazine,  and  the  smoke  almost  suffocated  the 
soldiers.  Falling  flat  upon  the  ground,  they  covered  their 
faces  with  wet  cloths  for  protection,  but  would  not  give 
up.  At  last,  seeing  that  there  was  no  hope  of  supplies 
reaching  the  garrison,  Major  Anderson  was  compelled  to 
surrender.  On  Sunday  afternoon,  the  i4th,  the  Union  sol 
diers  saluted  the  Stars  and  Stripes  with  fifty  guns,  and, 
with  drums  beating  "  Yankee  Doodle,"  marched  out  of  the 


INTERIOR    OF   FORT    SUMTER   AFTER   THE    BOMBARDMENT    IN    1863. 

fort  to  embark  for  New  York.  In  this  bombardment  no 
one  was  killed  on  either  side. 

The  North  was  ablaze  with  indignation  at  the  attack  on 
Fort  Sumter.  Lincoln  issued  a  proclamation  calling  for 
Results  of  the  75,ooo  volunteers  (April  15),  and  declared 
attack  on  Fort  Southern  ports  to  be  in  a  state  of  blockade 
sumter.  (April  19).  Troops  flocked  to  Washington. 

The  North  thrilled  with  martial  enthusiasm.  The  South 
was  surprised.  The  secessionists  had  looked  for  compro 
mise,  but  war  had  begun.  In  the  North  and  in  the  South 
alike  armies  were  promptly  organized. 

318.  Secession  of  Four  More  States. — When  Virginia, 
North  Carolina,  Tennessee,  and  Arkansas  were  called  upon 
to  furnish  their  quota  of  troops  to  the  National  army,  they 


SECESSION  AND  THE   CIVIL   WAR  307 

refused.  Although  these  States  had  not  wished  to  secede, 
they  believed  in  the  right  of  secession,  and  therefore  when  it 
became  certain  that  the  government  meant  to  coerce  their 
sister  States  to  remain  in  the  Union,  they  voted  to  secede. 
The  secession  area  was  thus  extended  over  eleven  States.1 

319.  Battle  of  Bull  Run.— When,  early  in  July,  the 
Northern  army  had  driven  the  Confederate  forces  out  of 
West  Virginia,  the  people  in  the  North  became  impatient 
for  an  advance  upon  Richmond.  General  McDowell  was 
in  command,  in  Washington,  of  a  Union  army  (of  about 
30,000  men).  General  Patterson  (with  about  18,000)  was 
in  the  Shenandoah  Valley  watching  General  The  opposing 
Joseph  E.  Johnston2  (with  9,000),  and  the  Con-  forc*8' 
federate  army,  commanded  by  General  Beauregard,  with 
22,000,  was  posted  at  Manassas  Junction,  about  thirty-five 
miles  from  Washington,  on  a  little  stream  called  Bull  Run. 
This  position  was  selected  by  the  Confederates  because  it 
could  be  easily  reached  by  rail  with  men  and  supplies,  and 
because  an  advance  upon  Washington  from  this  point  would 
be  easy. 

Here,  on  July  21,  McDowell  made  an  attack  upon  the 
Confederates,  in  which  he  seemed  at  first  to  be  winning  a 

1  The  remaining  slave  States,  Delaware,  Maryland,  Kentucky,  and  Missouri,  did 
not  secede.  The  mountainous  parts  of  western  Virginia,  not  being  adapted  to  the 
cultivation  of  rice,  cotton,  sugar,  or  tobacco,  had  no  large  plantations,  and  there  was 
not  a  large  ownership  of  slaves  in  that  part  of  the  State.  The  people,  therefore,  did 
not  sympathize  with  secession,  and  early  in  1861  withdrew  from  Virginia  and  organ 
ized  a  separate  State  government  under  the  name  of  West  Virginia.  In  June,  1863, 
West  Virginia  was  admitted  to  the  Union.  The  attitude  of  this  State  toward  the  war 
is  an  interesting  illustration  of  the  intimate  connection  between  soil  and  climate 
and  slavery,  and  between  slavery  and  secession.  In  the  mountainous  regions  still 
farther  south  many  of  the  people  were  loyal  to  the  Union.  It  is  estimated  that 
100,000  of  these  mountain  whites  fought  in  the  Northern  armies. 

2  Joseph  E.  Johnston  was  born  in  Longwood,  Virginia,  in  1807,  and  died  in 
1891.  He  was  graduated  from  West  Point  in  the  same  class  with  Robert  E.  Lee, 
who  was  ever  after  his  warm,  personal  friend.  Like  Lee,  he  did  not  favor  seces 
sion,  but  "went  with  his  State  "  when  it  seceded.  Next  to  Lee  he  was  probably  the 
ablest  Confederate  general.  After  his  success  at  the  battle  of  Bull  Run  he  fell  into 
a  serious  disagreement  with  Jefferson  Davis,  the  effect  of  which  was  to  injure  the 
Southern  cause.  Johnston's  defensive  campaign  in  Georgia  in  1864,  when  Sher 
man  was  advancing  upon  Atlanta,  showed  military  ability  of  a  high  order. 


308 


HISTORY  OF  THE   UNITED   STATES 


victory  by  forcing-  back  a  part  of  the  Confederates  a  dis 
tance  of  a  mile  and  a  half.  At  the  critical  moment,  how- 
The  Northern  ever,  the  Confederates  were  reinforced  by 
surass*u|lrre-  fresh  troops  from  the  Shenandoah,  where  John- 
treats  in  a  panic,  ston  had  eluded  Patterson  with  his  entire 
army,  most  of  which  had  joined  Beauregard  on  July  2oth. 
The  Federal  army  fled  in  a  panic  toward  Washington,  but 


LONG    BRIDGE    ACROSS   THE    POTOMAC   AT   WASHINGTON,    D.    C. 

the   Southern   army,  by   reason   of  its   crippled   condition, 
made  no  attempt  at  pursuit. 

320.  Results  of  the  Battle  of  Bull  Run. — This  battle 
probably  benefited  the  North  more  than  it  did  the  South. 
The  Confederates  seemed  to  think  the  war  was  over  and 
began  to  seek  .their  homes.  But  the  defeat  caused  the 
North  to  appreciate  the  need  of  putting1  forth  all  her  ener 
gies  in  preparation  for  the  great  struggle  which,  it  was  now 
evident,  could  not  be  avoided.  General  McClellan,  who 
had  been  very  successful  in  driving-  the  Confederates  out  of 
West  Virginia,  was  called  from  his  victories  there  to  or 
ganize  and  drill  the  army.  During  the  autumn  and  winter 
the  warring  forces  were  busy  fortifying  their  respective 


SECESSION   AND   THE   CIVIL   WAR 


309 


capitals,  Washington  and  Richmond,  and  gathering  all  pos 
sible  strength  for  the  campaigns  of  1862. 

321.  The  Trent  Affair. — To  secure  aid   for  the   South 
ern  cause  Mason  and  Slidell  had  been  selected  by  the  Con 
federate   government    as   commissioners    to    England    and 
France.     In  November,  1861,  they  escaped  the  blockade  at 
Charleston  and  took  passage  at  Havana  on  the  British  mail 
steamer  Trent.     Captain  Wilkes,  of  the  United  States  war- 
vessel    San    Jacinto,    stopped    the 

Trent  not  far  from  the  Bahama 
Islands,  took  off  Mason  and  Slidell, 
and  confined  them  in  Fort  Warren, 
in  Boston  Harbor. 

322.  England  Resents  the  Cap 
ture   of   Mason   and    Slidell. — For 
this  act  Captain  Wilkes  was  greatly 
applauded  by  Northern  people,  but 
England  was  highly  indignant  and 
at  once  began  to  make  preparations 
for  war.     She  sent  troops  and  war- 
vessels  to  Canada  and  wras  unnec 
essarily  harsh  in  her  demands  that 
the  prisoners  be  given  up. 

President  Lincoln,  knowing  that  the  War  of  1812  was 
brought  about  mainly  because  England  claimed  the  right 
to  stop  and  search  neutral  American  vessels  at  sea,  wisely 
refused  to  approve  the  course  taken  by  Captain  Wilkes. 
Accordingly  he  at  once  gave  up  the  prisoners  President  Lincoln 
to  England,  with  the  statement  that  Captain  gives  up  Mason 
Wilkes  had  acted  without  any  authority  from  andsndeIL 
the  United  States  Government.  But  the  North  could  not 
help  thinking  that  England  was  not  only  insolent  in  her  de 
mands,  but  over-hasty  in  her  preparations  to  make  war  upon 
us.  Ill-feeling  between  the  two  countries  was  thus  aroused 
and  was  a  source  of  more  or  less  irritation  throughout  the 
war. 


GEORGE   B.    MCCLELLAN. 


3*0  HISTORY   OF   THE   UNITED    STATES 


TO  THE   PUPIL 

1.  You  are  now  ready  to  study  the  Civil  War.     Only  a  few  of  the  great 

battles  are  described  in  this  history,  but  these  will  enable  you  to 
understand  the  character  of  the  terrible  conflict.  You  do  not  need 
to  know  the  details  of  military  movements,  but  you  do  need  to  know 
what  kind  of  men  your  country  sent  to  the  camp  and  battle  field. 
Were  they  brave  men  ?  Were  they  manly,  vigorous,  and  true  ? 
Find  out  as  you  study  the  war. 

2.  How  did  slavery  split  the  Democratic  Party  ?    What  did  the  Repub 

licans  think  of  slavery  ?  Learn  all  you  can  about  the  life  and  char 
acter  of  Abraham  Lincoln. 

3.  What  was  the  Southern  point  of  view  of  the  Constitution?     The 

Northern  point  of  view  ?  Recall  the  liberal  construction  and  the 
strict  construction  theories  of  the  Constitution  in  the  time  of  Ham 
ilton  and  Jefferson.  Explain  how  slavery  was  the  real  cause  of  the 
war. 

4.  Why  were  the  cotton  States  the  first  to  secede  ?     Name  the  advan 

tages  of  the  North  and  of  the  South  in  the  war. 

5.  What  was  President  Buchanan's  attitude  toward  the  secession  move 

ment  ?  Contrast  this  attitude  with  that  of  Andrew  Jackson  toward 
nullification.  What  was  the  result  of  Buchanan's  attitude  ? 

6.  Why  did  the  Confederates  attack  Fort  Sumter?     Imagine  yourself 

to  have  been  in  the  fort  with  the  brave  little  garrison  and  describe 
your  experience  there.  What  were  the  results  of  the  attack  on 
Fort  Sumter  ? 

7.  Why  did  Virginia,  North  Carolina,  Tennessee,  and  Arkansas  secede  ? 

Account  for  the  refusal  of  the  people  in  the  western  part  of  Virginia 
to  join  their  State  in  the  secession  movement. 

8.  Locate  on  your  map  the  position  of  the  opposing  forces  just  before  the 

Battle  of  Bull  Run.     What  were  the  results  of  this  battle? 

9.  What  was  the  "  Trent  affair  "  ?      Do  you  think  President  Lincoln 

acted  wisely  in  giving  up  Mason  and  Slidell  ?  Give  reasons  for 
your  answer. 

10.  By  reading  the  opening  chapter  of  Ropes's  "  Story  of  the  Civil  War  " 
you  will  get  a  clear  idea  of  the  difference  between  the  Northern  and 
the  Southern  point  of  view  of  the  Union. 


THE   NATION   IN   PERIL 

323.  Union  Plan  of  the  War. — Not  until  the  opening 
of  1862  was  a  plan  of  operations  matured  by  the  North. 
This  plan,  at  the  outset,  was  threefold:  (i)  To  blockade 


SECESSION   AND   THE   CIVIL  WAR  311 

Southern  ports ;  (2)  to  open  the  Mississippi ;  (3)  to  capture 
Richmond.  The  successful  carrying  out  of  this  plan  led 
also  to  Sherman's  campaign  in  Georgia  in  1864. 

324.  England  and    King   Cotton. — At   the    outbreak   of 
the  war  people  at  the  North  supposed  they  had  only  the 
South  to  deal  with.     They  soon  found,  however,  that  they 
had  to  contend  with  an  insidious  influence  from  abroad. 
When  Jefferson  Davis  said,  "  Cotton  is  king,"1  he  doubtless 
thought  that  England's  money  and  friendship  could  be  se 
cured  by  her  need  of  cotton.     In  1860  the  cotton  exports, 
most  of  which  went  to  English  factories,  amounted  to  more 
than  $202,000,000.     Many  English  manufacturers  and  mer 
chants  and  4,000,000  English  working  people  were  depend 
ent  upon  Southern  cotton  for  their  means  of  support.     The 
Southern    leaders    naturally    thought   that   these    English 
manufacturers  and  working  people  would  never  submit  to 
any  action  on  the  part  of  the  North  which  would  cripple 
their  industries.      It  was  therefore  expected  by  the  Con 
federates  that  the  need  of  cotton  in  England  would  win  for 
them  the  sympathy  of  the  English  people. 

325.  The    Blockade. — But   from    the    beginning   of   the 
struggle  the  North  was  determined  to  blockade  the  South 
so  effectually  that  the  latter  could  neither  send  cotton  to 
England  nor  receive  in    return  the  much-needed   supplies 
for   her   soldiers   and    homes.     In    the    end,    as    the  world 
knows,  the  South  was  forced  to  give  up  the  struggle  be 
cause    of   a  lack  of  the  very   supplies  which  cotton  alone 
could    procure ;    in    other    words,   the    Confederacy    was 
starved  into   submission    by  the    blockade.     Although,    as 
stated  above,  the  cotton  exports  in   1860  had  amounted  to 
$202,000,000,  in  1 86 1  the  exports  fell  in  value  to  $42,000,000, 
and  in  1862  to  $4,000,000.     In  the  remaining  years  of  the 
war  the  blockade  was  so  effectual  that  the  value  of  the  cot 
ton  exports  was  not  worth  consideration. 

326.  The  Merrimac  and  the  Monitor. — It  was  to  break 
the  blockade  that  the  Merrimac  was  set  afloat.     When  the 

1  At  the  beginning  of  the  war  the  cotton  States  in  the  South  furnished  nearly 
two  thirds  of  all  the  cotton  used  in  the  world. 


312 


HISTORY  OF  THE   UNITED    STATES 


Norfolk  navy-yard  was  abandoned  by  the  United  States 
Government  at  the  outbreak  of  the  war,  among  the  ships 
The  Confederates  burned  and  sunk  was  the  frigate  Merrimac. 
™a?hVlMerru  C  This  had  been  one  of  the  largest  and  finest 
mac.  ,  ships  in  the  navy.  The  Confederates  raised 

her  and  converted  her  into  an  iron-clad.  Up  to  this  time 
very  few  iron-clad  frigates  had  been  built,  and  none  had 
been  tested  in  war.  The  Confederate  naval  officers 

V 


DECK    OF    THE    MONITOR. 


thought,  however,  that  one  iron-clad  would  be  much  more 
effective  in  reducing  the  Union  navy  and  raising  the 
blockade  than  a  whole  fleet  of  wooden  craft  to  match  those 
generally  in  use.  The  history  of  the  naval  duel  between 
the  Merrimac  and  the  Monitor  shows  how  wisely  the  Con 
federates  planned.  The  hull  of  the  Merrimac  was  razed  to 
the  water's  level.  The  vessel  was  rebuilt  with  sloping 
sides,  plated  with  iron  four  inches  thick,  and  was  furnished 
with  a  cast-iron  beak  and  a  formidable  battery.  The  Merri 
mac  had  been  many  months  in  construction,  and  when, 
about  noon  of  March  8,  1862,  she  steamed  into  Hampton 
Roads,  where  the  United  States  had  a  fleet  of  five  powerful 
war-vessels,  she  was  not  wholly  unexpected. 


SECESSION  AND  THE   CIVIL  WAR  313 

In  advancing  to  meet  her,  three  of  the  blockading  squad 
ron  ran  aground  on  account  of  low  water.  But  the  Con 
gress  and  the  Cumberland,  supported  by  the  batteries  on  the 
shore,  made  ready  for  the  attack.  They  poured  broad 
side  after  broadside  into  the  Merrimac  as  she  The  Merrimac 
approached.  The  balls  rebounded  from  her  *££££? 
iron  sides  with  no  effect.  The  Merrimac  squadron, 
steered  straight  for  the  Cumberland,  discharging  a  broad 
side  into  the  Congress  in  passing.  Continuing  her  fire  she 
rammed  her  iron  beak  into  the  Cumberland's  side,  making  a 
great  hole,  into  which  the  water  rushed.  The  crew  of  the 
Cumberland  continued  firing  until  they  reached  the  water's 
edge,  and  when  they  went  down  their  colors  were  still  fly 
ing.  The  Merrimac  then  turned  to  the  Congress,  poured  hot 
shot  into  her,  set  her  afire,  and  forced  her  to  surrender.  At 
nightfall  the  Merrimac  steamed  back  to  her  landing,  expect 
ing  to  complete  her  work  of  destruction  the  following  day. 

Great  was  the  joy  in  the  South  that  night,  and  great 
was  the  consternation  in  the  North.  Statesmen  were  grave, 
the  people  terrified.  The  blockade  was  broken  consternation  in 
at  Norfolk.  Soon  it  might  be  broken  at  other  the  North, 
ports,  and  Northern  commerce  might  be  ruined  by  the 
ravages  of  this  invulnerable  sea-monster. 

But  in  history,  as  in  fiction,  it  is  the  unexpected  that  of 
ten  happens.     That  night  a  strange-looking  craft  came  into 
the  harbor.     It  was    Ericsson's   Monitor^  which    had    been 
completed  in  New  York  two  days  before.   The     The  Monitor 
Monitor  was  an  experiment,  and  her  construe-     arrives  just  in 
tion  had  been  pushed  with  desperate  energy, 
that   she   might   be  ready  as  soon  as  the  Merrimac.     She 
was  built  with  an  iron-plated  deck  almost  level  with  the 
water,  and  had  a  revolving  iron  turret  with  two  powerful 
guns.     The  purpose  of  this  peculiar  construction   was  to 
present  as  little  resisting  surface  as  possible  to  the  enemy's 
guns.     The  Confederates   well    described    her  appearance 
when  they  said  she  looked  like  a  Yankee  cheese-box  on  a 
raft.     She  had  arrived  just  in  time. 

The  following    morning  the   Merrimac  steamed  out  of 


314  HISTORY  OF  THE  UNITED   STATES 

Norfolk  confident  of  a  victory  over  the  other  three  frigates. 
She  steered  for  the  Minnesota,  by  the  side  of  which  the 
Monitor  was  lying,  and  soon  found  that  she  had  a  new  ad 
versary  to  deal  with.  The  Monitor  steered  straight  for  the 
Merrimac,  and  one  of  the  strangest  naval  battles  ever  fought 
The  sturdy  little  t>egan-  The  duel  continued  over  three  hours. 
Monitor  saves  At  points  the  Merrimac's  armor  was  crushed 
the  union.  but  nQ(;  pierce(j.  Captain  Worden  of  the 

Monitor  received  a  wound  which  delayed  the  action  for  a 
little,  and  the  Merrimac  withdrew.  Neither  side  cared  to 
continue  the  struggle.  The  Merrimac  had  met  her  match 
and  made  no  further  attempt  to  break  the  blockade.  The 
sturdy  little  Monitor  had  saved  the  Union. 

This  fight  revolutionized  naval  warfare,  for  it  showed 
that  the  days  of  wooden  war-vessels  were  at  an  end. 
Against  such  iron-clads  as  the  Monitor  and  the  Merrimac 
wooden  vessels  of  the  finest  type  were  useless.1 

327.  The  Importance  of  the  Mississippi. — In  order  to 
cut  off  the  South  from  communication  with  the  rest  of  the 
why  the  North  world,  it  was  necessary  not  only  to  maintain 

^troiofth?  the  blockade  but  to  gain  possession  of  the 
Mississippi.  Mississippi  River.  For  by  way  of  Mexico 

trade  was  kept  up  with  European  countries  to  some  extent. 
Other  advantages  would  be  secured  to  the  North  by  getting 
control  of  this  river:  (i)  Such  control  would  cut  the  Con 
federacy  in  two,  making  Texas,  Arkansas,  and  Louisiana  of 
little  use  to  the  Southern  cause;  (2)  it  would  prevent  the 
South  from  getting  supplies  of  any  sort  from  the  region 
west  of  the  Mississippi ;  (3)  it  would  enable  the  North  to 
use  her  navy  to  great  advantage  in  concentrating  troops  in 
the  rear  of  the  Confederacy  and  in  getting  supplies  to  her 
armies  in  that  region ;  (4)  it  would  open  the  Mississippi  to 
the  trade  of  the  West  and  the  Northwest. 

1  Neither  of  these  famous  iron-clads  ever  again  took  part  in  a  battle.  When,  two 
months  later,  McClellan  forced  the  Confederates  to  evacuate  Norfolk,  they  destroyed 
the  Merrimac,  which  drew  so  much  water  that  she  could  not  steam  up  the  James 
River  to  Richmond.  In  December  of  the  same  year  the  Monitor  went  down,  with 
most  of  her  crew,  in  a  storm  off  Cape  Hatteras,  North  Carolina. 


SECESSION   AND  THE  CIVIL  WAR  315 

328.  Capture   of  Forts    Henry   and   Donelson. — It   was 
one  thing-  to  cut  off  the  South  from  the  rest  of  the  world ;  it 
was  quite  another  to  get  possession  of  her  vast  territory. 
But  this  last  was  necessary  also.    Early  in  the  war  the  Con 
federates  had  been  driven  from  West  Virginia  and  from 
Missouri.     In  the  winter  and  spring  of  1862  the  Federal 
generals  began  a  series  of  movements  whose  twofold  pur 
pose  was  to  open  the   Mississippi  to  the  North  and  gain 
possession  of  Tennessee. 

To  defend  Tennessee,  the  Confederates  had  built  Fort 
Henry  on  the  Tennessee  and  Fort  Donelson  on  the  Cum 
berland.  Their  line  of  defence,  as  will  be  seen  The  Confederate 
by  consulting  the  map,  extended  from  Colum-  «ne  of  defence, 
bus  through  Forts  Henry  and  Donelson,  Bowling  Green, 
and  Mill  Springs,  to  Cumberland  Gap.  To  break  this  line 
of  defence,  it  was  necessary  for  the  North  to  capture  Forts 
Henry  and  Donelson.  By  capturing  the  two  forts  the  two 
important  rivers  would  be  under  the  control  of  Northern 
vessels,  and  Nashville  would  have  to  be  abandoned  by  the 
Confederates.  Columbus,  when  cut  off  from  support,  would 
also  have  to  be  given  up  without  a  struggle. 

With  all  these  things  in  view,  General  Grant,  with  the 
aid  of  Commodore  Foote,  moved  upon  the  two  forts.  Com 
modore  Foote  soon  captured  Fort  Henry  (February  6);  and 
General  Grant,1  after  a  hard  fight,  received  the  surrender 
of  Fort  Donelson  with  nearly  15,000  prisoners  (February 
1 6).  By  this  important  victory  the  first  Southern  line  of 
defence  in  the  West  was  thus  broken,  and  Columbus  and 
Nashville  fell  into  the  hands  of  the  Federals. 

329.  The   Battle   of  Pittsburg   Landing    (or    Shiloh).— 
The  Confederates  now  fell  back  upon  another  line  of  de 
fence,  extending  from  Memphis,  through  Cor-  General  Grant  at 
inth,  an  important  railroad  centre,  to  Chatta- 

nooga.     Under  General  Albert  Sidney  John-  Bueii. 

ston,  the  Confederate  army,  40,000  strong,  took  position  at 

1  When  General  Buckner  sent  to  Grant  for  terms  of  surrender  the  following  an 
swer  was  sent :  "  No  terms  except  unconditional  and  immediate  surrender  can  be 
accepted.  I  propose  to  move  immediately  upon  your  works." 


316  HISTORY   OF  THE  UNITED   STATES 

Corinth.  General  Grant,  with  33,000  men,  advanced  as  far 
as  Pittsburg  Landing-  on  the  Tennessee  River,  about  twenty- 
four  miles  from  Corinth.  Here  he  waited  for  Buell,  who 
was  hastening  from  Nashville  to  join  him  with  an  army  of 
27,000  men.  On  Buell's  arrival  the  Federal  army  was  to 
attack  Johnston's  forces  at  Corinth. 

Before  Buell  could  reach  Pittsburg  Landing,  however, 
Johnston  attacked  Grant  early  on  Sunday  morning,  April  6. 


PARAPET   AT   FORTRESS    MONROE. 


It  was  a  terrible  day.  By  nightfall  the  Confederates  had 
driven  Grant's  troops  back  a  mile  and  a  half  toward  the 
Grant  wins  a  river.  But  before  morning  Buell's  fresh  troops 
victory.  nacj  come  up,  and  they  assisted  Grant  in  driv 

ing  the  Confederates  from  the  field.  In  this  battle  about 
20,000  men  were  killed  or  wounded.  Among  the  killed  was 
General  Albert  Sidney  Johnston,  whose  death  was  a  serious 
loss  to  the  South. 

330.  Capture  of  New  Orleans.  —  New  Orleans  was  im 
portant  to  the  South  because  it  controlled  the  lower  Missis 
sippi.  Thirty  miles  from  the  mouth  of  the  river  were  two 
forts  nearly  opposite  each  other.  Between  them  were 
Confederate  stretched  across  the  river  immense  chains 

defences.  fastened  to  the  hulks  of  old  vessels.     A  little 

farther  up  the  river  was  a  strong  fleet,  which  included  a 
formidable  iron-  clad  ram  like  the  Mcrrimac  and  a  floating 
battery  covered  with  railroad  iron.  There  were  also  fire- 
rafts  ready  to  be  turned  loose  upon  the  Federal  vessels, 


SECESSION   AND   THE   CIVIL  WAR 


317 


Commodore  Farragut,  who  was  in  command  of  a  fleet  of 
nearly  fifty  wooden  vessels  that  was  to  attack    Farragut  runs  by 
these  forts,  advanced  up  the  river  to  New  Or-    the  forts. 
leans      There  General  Butler,  with  an  army  of  15,000  men, 


GRANT'S  "  UNCONDITIONAL  SURRENDER  "  LETTER. 

By  Permission  of  General  James  Grant  Wilson. 

was  to  aid  in  getting-  possession  of  the  city.  After  bom 
barding  the  forts  for  six  days  without  making  much  im 
pression,  Farragut  determined  to  run  by  them  at  night.  It 
was  a  desperate  undertaking,  but  it  succeeded,  and  easily 


SECESSION  AND  THE  CIVIL  WAR  319 

brought  New  Orleans  into  the  possession  ot  the  Union 
forces  (April  25).  With  the  aid  of  the  river  gunboats  the 
Federals  had,  before  the  close  of  1862,  opened  the  river  as 
far  down  as  Vicksburg.  This  city  and  Port  Hudson  alone 
remained  in  possession  of  the  Confederacy. 

331.  The  Peninsular  Campaign  (1862). — These  brilliant 
victories  were  in  marked  contrast  with  the  failure  of  the 
army  under  General  McClellan.  As  we  have  Mccieiian  creates 
already  seen,  he  was  placed  in  command  of  a  splendid  army, 
the  Army  of  the  Potomac,  which  was  intended  for  the  de 
fence  of  Washington  and  the  capture  of  Richmond.  Be 
fore  the  opening  of  the  spring  campaign  in  1862,  he  had, 
by  thorough  organization  and  drill,  created  a  splendid 
army. 

His  original  plan  was  to  approach  Richmond  by  the 
James  River.  Lincoln  opposed  this  because  he  thought 
that  Washington  would  thus  be  exposed  to  attack.  He 
therefore  urged  the  wisdom  of  approaching  Richmond  over 
land  from  the  north,  in  order  to  keep  the  Federal  army 
between  the  Confederates  and  Washington.  Mccieiian  objects 
McClellan  objected  because  there  were  so  to  Lincoln's  plan. 
many  rivers  to  be  crossed,  every  one  of  which  could,  for 
defensive  purposes,  be  made  a  Confederate  stronghold. 
The  swampy  forests  of  this  region  were  also  in  the  same 
way  of  great  value  to  the  South.  It  is  no  exaggeration  to 
say  that  these  natural  advantages  were  worth  many  thou 
sand  troops  to  the  Confederate  army,  and  it  is  unfair  to 
McClellan  and  Grant  not  to  take  them  into  account. 
McClellan  adopted  neither  Lincoln's  plan  nor  his  own,  but 
compromised  by  approaching  Richmond  by  way  of  the 
peninsula  between  the  James  and  the  York  Rivers,  making 
his  base  of  supplies  on  the  latter. 

McDowell  was  stationed  near  Fredericksburg,  between 
the  main  Confederate  army  and  Washington.     In  this  posi 
tion  he  could  protect  Washington   or   unite      McDowen 
with    McClellan,    as   occasion    required.     To      stationed  at 
prevent  an  attack  upon  the  capital  by  way  of 
the  Shenandoah,  well  known  during  the  war  as  the  "  back 


MAP   ILLUSTRATING 

VIRGINIA  CAMPAIGNS 

AND 
BIC  CLELLAN'S  ROUTE, 


SECESSION  AND   THE   CIVIL  WAR 


321 


door  to  Washington,"  Union  forces  were  stationed  there 
under  Banks  and  Fremont. 

332.  McClellan  Advances   up  the    Peninsula. — Starting 
at  Fortress   Monroe  on  April  4,  1862,  McClellan,  with  120,- 
ooo  troops,  advanced  along  the  York  River      Mccieiian  sto  s 
to  Yorktown.     Here,  instead  of  storming  the      for  a  month  at 
town,  he  laid  siege  to  it.    When  he  was  ready      Yorktown- 
for  an  assault,  the  Confederates,  having  held  him  in  check 
for  a  month,  withdrew,  and  thus  gained  time  to  strengthen 


A   MORTAR    BATTERY    IN    FRONT    OF   YORKTOWN. 

their  defences  about  Richmond.  McClellan  hurried  after 
them  and  fought  an  indecisive  battle  at  Williamsburg, 
from  which  the  Confederates  retired  toward  their  capital. 
McClellan  then  advanced  slowly,  and  by  the  end  of  May 
found  himself  within  ten  miles  of  Richmond.  By  that  time 
the  Confederates  defending  Richmond  numbered  70,000. 

Dividing  his  army,  McClellan  encamped  upon  both  sides 
of  the  Chickahominy.  He  made  this  arrangement  so  as  to 
establish  easy  connection  between  his  north  wing  and  Mc 
Dowell,  who  (with  45,000  men)  was  near  Fredericksburg  with 


322  HISTORY   OF   THE  UNITED    STATES 

orders  to  be  in  readiness  to  unite  with  McClellan.  Heavy 
rains  caused  the  Chickahominy  to  swell,  thus  separating 
the  two  wings.  General  Johnston  took  advantage  of  the 
Battle  of  situation  to  attack  the  division  south  of  the 

Fair  oaks.  river  at  pajr  Qaks  (Seven  Pines),  and  threat 

ened  to  overwhelm  it,  but  McClellan  got  reinforcements 
across  and  stayed  the  retreat. 

333.  "  Stonewall"  Jackson  in  the  Shenandoah  Valley; 
McClellan  Changes  his  Base  of  Supplies. — In  order  to 
prevent  McDowell  from  joining  McClellan,  General  Rob 
ert  E.  Lee,  who  was  now  in  command  of  the  Confederates,1 
sent  "  Stonewall  "  Jackson  down  the  Shenandoah  Valley  to 
threaten  Washington.  Jackson  defeated  Banks  and  Fre 
mont,  and  so  thoroughly  alarmed  Lincoln  that  the  latter 
ordered  McDowell  to  return  to  the  defence  of  Washington. 
After  playing  havoc  with  the  Union  forces  in  the  Shenan 
doah  Jackson  hastily  joined  Lee. 

Now  that  McDowell  was  prevented  from  joining  the  at 
tack  upon  Richmond,  McClellan  changed  his  base  of  sup 
plies  to  the  James  River.  During  the  week  that  he  was 
The  "Seven Days'  transferring  the  army  to  the  new  base  of  sup- 
Batties."  piies  ^g  terrible  "Seven  Days'  Battles,"  in 

which  McClellan  lost  15,000  men,  were  fought.  At  Malvern 
Hill,  the  field  of  the  last  of  these  engagements,  Lee  repeat- 

1  Lee  had  succeeded  General  Joseph  E.  Johnston,  who  was  wounded  in  the  bat 
tle  of  Fair  Oaks  (May  31). 

Robert  E.  Lee,  son  of  Henry  Lee,  or  "Light-Horse  Harry,"  of  Revolutionary 
fame,  was  born  in  Westmoreland  County,  Virginia,  in  1807,  and  died  in  1870.  He 
was  graduated  from  West  Point  in  1829,  ranking  second  in  a  class  of  forty-six.  He 
distinguished  himself  for  bravery  in  the  Mexican  War  and  rose  to  the  rank  of  colonel. 
After  Virginia  seceded  in  1861  Lee  decided  "to  go  with  his  State."  He  therefore 
resigned  his  commission  in  the  army  of  the  United  States,  and  a  little  later  took 
command  of  the  Virginia  State  troops.  When,  at  the  battle  of  Seven  Pines,  or  Fair 
Oaks  (1862),  General  Joseph  E.  Johnston  received  a  serious  wound  that  temporarily 
unfitted  him  for  active  service,  Lee  was  put  at  the  head  of  the  Confederate  army. 
From  that  time  to  the  end  of  the  war  he  was  the  leading  Confederate  general  and 
handled  his  troops  with  consummate  ability.  Military  critics  rank  him  and  Grant 
as  two  of  the  foremost  commanders  of  this  century.  Lee  won  the  confidence  of  the 
Southern  people,  who  regarded  him  with  unbounded  admiration  and  affection.  At 
the  close  of  the  war  he  became  president  of  what  is  now  Washington  and  Lee  Uni 
versity,  where  he  spent  the  remaining  years  of  his  life. 


SECESSION  AND  THE  CIVIL  WAR  323 

edly  charged  but  was  driven  back  with  fearful  slaughter. 
The  Army  of  the  Potomac  fought  here  with  magnificent 
heroism.  Had  McClellan  taken  immediate  advantage  of 
this  victory  he  might,  by  a  vigorous  attack,  have  captured 
Richmond.  As  a  whole,  the  Peninsular  Campaign  failed 
and  caused  bitter  disappointment  in  the  North. 

334.    Lee's    First    Invasion    of  the    North    (1862). — Mc 
Clellan  made  no  further  attempt  upon  Richmond.     In  the 


A   FEDERAL  BATTERY   IN   THE   FIELD. 

meantime  Halleck  had  been  put  in  chief  command  of  the 
Union  armies.  Pope  was  appointed  to  take  command  of 
the  forces  in  northern  Virginia  and  McClellan  was  ordered 
to  join  him.  Before  McClellan  could  reach  Pope,  however, 
Lee  pushed  north.  He  united  his  forces  with  "Stonewall" 
Jackson's,  which  had  been  sent  to  surprise  Pope's  rear. 
After  defeating  Pope  in  the  second  battle  of  second  Battle  of 
Bull  Run  he  marched  across  the  Potomac  BuiiRun. 
into  Maryland,  where  he  thought  he  would  receive  large 
recruits.  In  this  he  was  disappointed.  The  great  major 
ity  of  the  Maryland  people  were  loyal  to  the  Union,  and 


324 


HISTORY  OF  THE   UNITED   STATES 


plainly  showed  this  in  their  attitude  toward  the  invasion. 
When  Lee's  men  marched  into  the  State  singing  "  My 
Maryland  people  Maryland"  there  was  not  a  word  of  welcome 
loyai  to  the  union.  from  tj,e  peOple.  On  reaching  Frederick,  Lee 
was  surprised  to  find  not  only  places  of  business  shut,  but 
even  the  doors  closed  and  the  blinds  drawn.  The  North, 
however,  fearing  an  attack  upon  Baltimore,  Washington,  or 
Philadelphia,  was  greatly  alarmed. 

335.  Battle  of  Antietam  (Sep 
tember  17,  1862). — After  Pope's  de 
feat  in  the  second  battle  of  Bull 
Run,  McClellan,  having  united 
Pope's  army  with  the  Army  of  the 
Potomac,  started  in  pursuit  of  Lee. 
On  September  17,  with  an  army  of 
70,000,  he  attacked  Lee,  who,  with 
about  40,000,  had  taken  his  position 
at  Sharpsburg,  behind  Antietam 
Creek.  This  battle  was  one  of  the 
bloodiest  of  the  war.  Although  Lee 
Lee  retreats  successfully  defended 

into  Virginia.         himself  against  the  at 
tack  of  the  Union  army,  he  had  to 
retreat  into  Virginia  without  hav 
ing  gained  anything  by  his  first  invasion  of  the  North. 

Some  people  thought  McClellan  ought  to  have  routed 
or  captured  Lee's  army.  As  he  did  not  follow  the  Con- 
, who  su-  federates  he  was  severely  criticised  for  being 
S^OW  and  overcautious,  and  was  superseded 
by  Burnside.  Burnside  was  as  rash  as  Mc 
Clellan  was  cautious,  and  later  in  the  autumn  met  a  crush 
ing  defeat  when  he  attacked  Lee,  who  was  intrenched  in  a 
strong  position  at  Fredericksburg.  The  year's  operations 
had  been  successful  for  the  Union  cause  in  the  West,  but 
unsuccessful  in  the  East.1 

1  One  of  the  bloodiest  battles  of  the  war  was  fought  at  the  end  of  this  year 
at  Murfreesboro,  Tennessee.  Beginning  December  31  (1862),  it  lasted  three  days, 
and  resulted  in  the  retreat  of  the  Confederates  after  the  most  stubborn  fighting. 


ROBERT    E.    LEE. 


SECESSION  AND   THE   CIVIL  WAR  325 

TO  THE   PUPIL 

1.  What  was  the  Union  plan  of  the  war?    In  what  way  did  Jefferson 

Davis  think  that  the  cotton  trade  would  secure  the  friendship  of 
England  for  the  Southern  cause  ?  Why  was  it  extremely  important 
for  the  North  to  blockade  the  South  ? 

2.  What   did  the  Merrimac  accomplish  on  the  first  day  she  attacked 

the  blockading  squadron  ?  What  were  the  results  of  the  fight  be 
tween  the  Merrimac  and  the  Monitor  ? 

3.  Name  four  or  five  advantages  to  the  North  in  securing  control  of  the 

Mississippi.  What  purpose  had  the  Confederates  in  building  Forts 
Henry  and  Donelson  ?  What  effect  did  the  capture  of  these  forts  by 
the  Federals  have  upon  the  Confederate  line  of  defence  ? 

4.  What  was  the  second  Confederate  line  of  defence  ?    What  were  the 

causes  and  results  of  the  Battle  of  Shiloh  ?  Why  was  New  Orleans 
of  importance  to  the  South  ? 

5.  Are  you  making  constant  use  of  your  map  ? 

6.  What  was  McClellan's  plan  of  approaching  Richmond  ?    What  was 

Lincoln's  ?  Which  do  you  think  was  the  better  plan  ?  Give  reasons 
for  your  answer.  For  defensive  purposes,  what  natural  advantages 
had  the  Confederates  in  Virginia?-  Why  was  General  McDowell 
left  at  Fredericksburg  ? 

7.  Point  out  on  the  map  Yorktown  and  Williamsburg,  and  show  their 

connection  with  McClellan's  advance  upon  Richmond.  What  was 
the  purpose  of  "  Stonewall "  Jackson's  movements  in  the  Shenandoah  ? 
What  was  the  result  ? 

8.  After  reading  as  much  as  you  can  on  the  Peninsular  Campaign,  give 

reasons  for  McClellan's  failure  to  capture  Richmond. 

9.  Why  did   Lee  decide  to   invade    the    North  ?     How  was  he  disap 

pointed  ?    What  were  the  results  of  the  Battle  of  Antietam  ? 

THE   TIDE    TURNS 

336.  Lee's   Second   Invasion   of  the   North ;   Battle  of 

Gettysburg  (1863). — After  Burnside's  repulse  at  Fredericks- 
burg  in  December,  1862,  he  retired  to  winter  Hooker,8 defeat 
quarters.   Before  the  campaign  of  1863  opened  at  chanceiiors- 
Hooker  was  put  in  command.     In  April  he  ville' 
advanced  to  Chancellorsville  with  1 13,000  men,  and  attacked 
Lee,  who  had  62,000.*     Lee  again  badly  defeated  the  Army 

1  In  this  battle  the  Confederates  met  with  a  grievous  loss  in  the  death  of  "  Stone 
wall  "  Jackson.  Through  a  mistake  he  was  fired  upon  by  some  of  his  own  men. 
Thomas  J.  Jackson,  often  called  "  Stonewall  "  Jackson,  was  born  in  1824,  in  Har- 


326 


HISTORY  OF  THE  UNITED  STATES 


of  the  Potomac.     These  two  victories  made  the  South  jubi 
lant,  but  depressed  the  North. 

With  an  exultant  and  confident  army  Lee  planned  to 
invade  the  North  a  second  time.  Early  in  June  he  marched 
down  the  Shenandoah,  crossed  the  Potomac,  and  advanced 
into  Pennsylvania.  The  whole  country  was  wild  with  ex- 
citement.  Lee  hoped  to  win  a  decisive  vic- 
tory,  capture  Baltimore  or  some  other  great 
Northern  city,  and  dictate  terms  of  peace. 
He  had  reason  to  believe  that  a  victory  on  Northern  soil 


Lee's  reasons  for 


FUGITIVE  NEGROES   FORDING  THE  RAPPAHANNOCK. 

would  lead  England  and  France  to  recognize  the  indepen 
dence  of  the  South.  These  two  countries  were  only  wait 
ing  until  some  pronounced  success  on  the  part  of  the  South 
should  afford  them  a  reasonable  excuse  for  giving  such 
recognition. 

risen  County,  Virginia  (now  West  Virginia),  and  was  graduated  from  West  Point  in 
1846.  He  took  part  in  the  Mexican  War,  where  he  was  promoted  for  good  con 
duct.  He  resigned  from  the  army  in  1851,  on  receiving  an  appointment  as  profess 
or  in  the  Virginia  Military  Institute,  at  Lexington,  Virginia.  He  was  so  eccentri< 
that  he  became  unpopular  with  the  students,  who  did  not  regard  him  as  a  man  of 
ability.  Although  he  was  opposed  to  secession  he  thoroughly  believed  in  State 
rights,  and  therefore  "went  with  his  State"  when  it  seceded.  As  soon  as  he  took 
command  of  troops  on  the  battle  field  he  showed  himself  to  be  a  splendid  soldier. 
By  his  stubborn  bravery  at  Bull  Run  he  won  the  name  of  "  Stonewall"  Jackson, 
and  rose  at  once  to  the  rank  of  major-general.  He  was  Lee's  ablest  subordinate, 
and,  next  to  Lee,  was  probably  the  most  popular  Confederate  general. 


SECESSION   AND    THE   CIVIL   WAR 


327 


Lee  advanced  his  army  toward  Chambersburg  and  en 
camped  in  that  vicinity.  Hooker  crossed  the  Potomac  east 
of  the  mountains,  marched  north  to  Frederick,  and  sent  a 
detachment  west  through  the  mountains  to  menace  Lee's 
line  of  supplies.  In  order  to  draw  off  the  Union  forces 
from  his  rear,  Lee  marched  eastward  to 

TTT       .   .  „  .  Lee's  advance. 

threaten    Washington.      On    the    very    same 
morning   Meade,   who    had    superseded    Hooker,   started 
north  from  Frederick,  keeping  east  of   the  mountains  to 
protect   Washington.      The  two    ar 
mies    were    thus    marching    toward 
each    other,    and    each      The  two  armles 

Was      ignorant       Of       the         meet  at  Gettys- 

other's     movements. 
They  unexpectedly   met   at    Gettys 
burg  and  fought  a  three-days'  battle 
(July  I,  2,  and  3). 

On  the  first  day  the  advance  forces 
of  the  Union  army,  being  greatly  out 
numbered,  were  driven 
through  Gettysburg 
with  a  loss  of  5,000  prisoners.  The 
Confederates  also  suffered  heavy  loss 
in  killed  and  wounded.  That  night  the  Union  army  took  a 
strong  position  on  Cemetery  Ridge,  just  south  of  the  town. 
This  ridge,  three  miles  in  length,  is  in  the  shape  of  a  fish 
hook,  with  Gulp's  Hill  for  the  barb  and  Round  Top  at  the 
extreme  southern  end.  Just  north  of  Round  Top  was  Little 
Round  Top.  Lee's  army  took  position  on  Seminary  Ridge, 
lying  about  a  mile  west  of  Cemetery  Ridge  and  nearly 
parallel  with  it. 

On  the  second  day  of  the  battle  the  Confederates  made 
two  vigorous  assaults,  one  at  Gulp's  Hill  on 
the  right  wing  of  the  Union  army  and  the 
other  in  front  of  Little  Round  Top  on  the  left  wing.  Al 
though  the  Confederates  gained  some  slight  advantage, 
there  was  no  definite  result  on  either  side. 

Having1  failed  to  break  the  Union  flanks  and  having  re- 


The  first  day. 


THOMAS  j.  ("  STONEWALL") 
JACKSON. 


The  second  day. 


328 


HISTORY  OF  THE   UNITED   STATES 


ceived  Pickett's  fresh  division,  Lee  spent  the  next  morning 
in  preparation  for  a  grand  assault  on  the  Union  centre, 
where  he  hoped  to  be  more  successful.  By  one  o'clock  in 
the  afternoon  he  had  placed  in  position  on  Seminary  Ridge 
The  furious  can-  more  than  a  hundred  guns.  The  Federals 
nonade.  could  find  room  for  only  eighty  on  Cemetery 

Ridge.  At  one  o'clock  the  Confederate  guns  opened  fire, 
and  until  three  the  furious  cannonade  continued.  At  that 

time  the  fire  slackened  on 
Cemetery  Ridge  in  order 
to  let  the  guns  cool  in  time 
for  the  expected  attack. 
The  Confederates  thought 
they  had  silenced  the  Union 
batteries,  and  that  the  mo 
ment  for  the  South  to  make 
one  mighty  effort  had  come. 
General  Pickett,  who 
was  to  lead  this  assault  at 
the  head  of  some  of  the 
best  Virginia  troops,  was 
ordered  to 

Pickett's  cnarge.          ,  , 

advance.      In 

three  magnificent  lines, 
with  a  front  a  mile  long, 
15,000  Confederates 
charged  across  the  field. 
The  sight  was  thrilling,  but 
soon  the  murderous  fire  from  the  Northern  guns  began  to 
cut  them  down  by  hundreds.  The  fearful  slaughter  thinned 
the  advancing  lines.  Still  they  pressed  on.  As  they  neared 
the  first  line  of  Northern  troops,  Lieutenant  Cushing,  a 
Union  officer,  although  mortally  wounded,  pushed  the  only 
remaining  gun  of  his  battery  to  the  fence  and  shouted  to  his 
commander,  "  Webb,  I  will  give  them  one  more  shot/*  As 
he  fired  he  fell,  saying  "  Good-by."  Pickett's  men  broke 
through  the  first  line.  Armistead,  one  of  Pickett's  gener 
als,  leaped  over  the  fence,  raised  aloft  his  sword,  upon  the 


H1AP  OP 

S     THE  BATTLE  OF 

GETTYSBURG. 

Union  Lines  =__ 

Union  Defenses 
Confederate  Lines 

Confederate  Defenses  

0        1/2        1  2 


SECESSION  AND  THE  CIVIL  WAR 


329 


point  of  which  he  swung  his  hat,  and  shouted,  "  Give  them 
the  cold  steel,  boys ! "  Just  as  he  laid  his  hand  upon  a  Union 
gun  to  capture  it,  he  was  shot  down.  From  every  side  the 
Union  men  came  rushing  headlong  upon  the  enemy.  The 
struggle  that  followed  was  terrific.  Men  and  officers  were 
mingled  together  in  one  seething  mass,  each  man  fighting 
for  himself. 

Pickett's  men  were  soon  repulsed,  and  with  their  lines 
broken  into  fragments  they  were  driven   back  with  disas 
trous  loss.   The  failure  of  Pickett's 
charge    insured    Lee's    defeat    at 
Gettysburg,  and  with       Defeat  of 
that  defeat   the    tide       Pickett's  men. 
turned.     Next    day,    while    Grant 
was    receiving    the    surrender    of 
Vicksburg,  Lee  began  his  retreat 
toward   the   Potomac.     After  this 
failure    the    South   was   unable    to 
secure  a  foothold  in  the  North.1 

337.    Capture    of   Vicksburg; 
Opening  of  the  Mississippi  River. 
— At  the  close  of  1862  Vicksburg 
and   Port   Hudson  were  the  only 
Confederate    strongholds    left    on 
the  Mississippi.     After  months  of 
unsuccessful  effort  to  take  Vicksburg  from  the  north,  Gen 
eral  Grant  moved  his  army  down  on  the  west  bank  of  the 
river   and,  crossing   over  to  the   east    bank,      Grant  attacks 
made  an  attack  from  the  south.     Pemberton,       Vicksburg  from 
who  was  in  command  of  the  Confederates  in 
Vicksburg,  marched  out  to  meet  Grant,  hoping  to  unite 
with  Johnston,  who  was  hastening  to  join  him.     Before  the 
union  of  the  two  Confederate  armies  could  be  effected,  Grant 
drove  Pemberton  into  Vicksburg  and  compelled  Johnston 
to  retreat.     Grant's  bold  plan  was  brilliantly  executed. 

1  In  this  battle  Meade's  army  (infantry  and  artillery)  numbered  about  82,000; 
Lee's  about  74,000.  Each  army  had  in  addition  about  11,000  cavalry.  Meade 
lost  in  all  about  23,000;  Lee  30,000,  or  more  than  one-third  of  his  entire  force. 


GEORGE    G.    MEADE. 


330 


HISTORY   OF  THE  UNITED   STATES 


The  Confederates 
starved  into 
surrender. 


He  then  laid  siege  to  the  city  (May  19),  cutting  it  off 
from  supplies  of  all  kinds.  Flour  sold  for  $1,000  a  barrel 
(Confederate  money).  Provisions  became  so  scarce  that 
even  rats  and  mule-flesh  were  used  as  food.  So  many  thou 
sand  shells  were  thrown  into  the  city  daily  that  many 
people  abandoned  their  homes.  They  lived  in  caves  which 

they     dug     in     banks 
where  the  streets  had 
been  cut  through  the 
hills.    In 
about 
seven 

weeks  the  Confeder 
ates  were  starved  into 
surrender.  On  July 
4,  1863,  the  clay  after 
Lee's  defeat  at  Gettys 
burg,  Pemberton  sur 
rendered  Vicksburg 
with  32,000  men. 
When,  four  days  later, 
Port  Hudson  was  cap 
tured,  the  Mississippi 
River,  to  its  mouth, 
was  under  the  control 
of  the  North. 

338.  Slavery  and 
the  Emancipation 
Proclamation  (Janu 
ary  i,  1863). — In  his 
inaugural  address  President  Lincoln  had  declared  that  he 
would  not  interfere  with  slavery  where  it  already  existed 
because  he  had  no  constitutional  right  to  do  so.  But  as 
The  slaves  aid  tne  war  proceeded  it  became  evident  that 
the  cause  of  the  blacks  in  the  South  were  a  great  source 

the  south.  of    strength    to    the    Confederate    cause ;    for 

while  masters  enlisted  in  the  army,  slaves  by  their  labor 
supplied  food  not  only  for  Southern  families  but  for  the 


SECESSION   AND    THE  CIVIL   WAR 


331 


support  of  the  Southern  army.  In  this  way  they  were 
aiding  the  cause  of  the  South  about  as  much  as  if  they 
had  been  able  to  bear  arms.  Moreover,  the  sentiment  in 
regard  to  slavery  was  changing  in  the  North.  People  had 
come  to  look  upon  it  as  the  cause  of  the  war,  and  many  de 
sired  the  government  to  attack  it  as  a  war  measure. 

As   commander-in-chief    of   the    armies    of    the    United 
States,  President  Lincoln  had  authority  to  set  free  all  slaves 


THE   FIRST   READING   OF  THE   EMANCIPATION   PROCLAMATION. 

in  territory  conquered  by  the  Union  armies.  Just  after 
the  Battle  of  Antietam,  therefore,  he  warned  the  seceded 
States  (September  22,  1862)  that  unless  they  returned  to  the 
Union  before  January  i,  1863,  he  would  set  their  slaves  free. 
As  none  of  these  States  returned,  the  emancipation  procla 
mation  was  issued  on  January  i,  1863.  From  that  time  the 
North  fought  not  only  for  the  Union  but  for  the  abolition 
of  slavery.1 

339.  Employment  of  Emancipated  Blacks  in  Northern 
Army  Stops  Exchange  of  Prisoners. — It  was  but  one  step 
further  to  arm  the  blacks  and  make  them  soldiers.  If  the 

1  General  Butler,  early  in  the  war,  confiscated  the  negroes  whom  he  found  em 
ployed  in  throwing  up  earthworks  for  the  Confederates  near  Fortress  Monroe.  He 
fed  and  protected  them,  regarding  them  as  contraband  of  war, 


332 


HISTORY  OF  THE  UNITED  STATES 


Emancipation  Proclamation  was  issued  as  a  military  neces 
sity  in  order  to  weaken  the  South  and  to  make  the  issue  of 
the  war  perfectly  plain  to  the  world,  the  same  military 
necessity  would  call  for  the  arming  of  these  emancipated 
slaves.  Before  the  end  of  the  war  there  were  enlisted  in 
the  Union  armies  180,000  blacks,  who  made  good  soldiers. 
The  Confederates  bitterly  resented  the  employment  of  their 
former  slaves  in  the  Union  armies  and  refused  to  recognize 


A    FEDERAL   CAVALRY    CAMP — WINTER    QUARTERS. 

the  negro  soldiers  or  their  officers  in  exchanging  prisoners. 
This  led  to  mutual  misunderstanding  and  ended  in  stopping 
all  exchange  of  prisoners.  As  a  result,  thousands  of  sol 
diers  languished  in  prisons  and  suffered  much  from  disease 
and  famine.1 

340.  Conscription  in  the  North;  Draft  Riots. — In  1863 
the  North  found  it  advisable  to  resort  to  a  conscription  or 
draft.  All  able-bodied  men  between  the  ages  of  eighteen 
and  forty-five  were  enrolled,  and  from  the  enrollment  a  cer 
tain  proportion  was  chosen  by  lot.  The  draft  was  very 
unpopular,  and  in  New  York  City,  on  July  13,  1863,  a  serious 
riot  took  place,  lasting  four  days  and  resulting  in  the  de- 

1  Some  of  the  noted  Southern  pisons  were  Libby  Prison  and  Belle  Isle  in  Rich 
mond,  Virginia,  and  Andersonville,  in  Georgia. 


SECESSION   AND   THE   CIVIL  WAR 


333 


struction  of  much  property.  The  mobs  showed  especial 
hatred  toward  colored  people,  brutally  killing-  many.  The 
riot  was  finally  put  down  by  the  aid  of  troops  sent  from 
Gettysburg. 

341.  Conscription  in  the  South. — In  April,  1862,  by  an 
act  of  the  Confederate  Congress,  all  able-bodied  white  men 
between  the  ages  of  eighteen  and  thirty-five  were  required 
to  enter  the  Confederate  army.     In  the  autumn  of  the  same 
year  all  white  men  between  the  ages 

of  eighteen  and  forty-five  were  in 
cluded  in  the  conscription  law,  and 
before  the  close  of  the  war  even  boys 
of  sixteen  and  seventeen  and  old  men 
were  included.  So  hard  pressed  for 
men  were  the  Confederates  that  just 
before  the  war  came  to  an  end  their 
Congress  had  decided  to  enlist  some 
of  the  slaves  in  the  Confederate  army. 
When  all  exchange  of  prisoners  was 
stopped,  the  South,  by  reason  of  the 
scarcity  of  fighting  men,  was  much 
more  seriously  crippled  than  the 
North.  The  whole  number  of  men 
captured  from  the  armies  of  the  North  and  the  South  in 
the  entire  war  amounted  to  a  half-million. 

342.  Battle   of  Chickamauga    (1863). — After   the  loss  of 
Vicksburg  and  Port  Hudson,  the  strongest  and  most  im 
portant  position  held  by  the  Confederates  in      The  importance 
the  West  was  Chattanooga,1  which  was   not      oi  Chattanooga, 
only  a  great  railroad  centre,  but  the  key  to  eastern  Tennes 
see  and  the  gateway  to  Georgia.     General  Rosecrans,  in 

1  From  the  outbreak  of  the  war  the  Confederates  had  made  a  strenuous  effort 
to  get  control  of  Kentucky  and  Tennessee.  The  outcome  was  the  remarkable 
middle  Tennessee  campaign  in  1862.  On  the  last  day  of  the  year  the  battle  of 
Stone's  River,  or  Murfreesboro,  was  fought,  Rosecrans  being  the  commander  of  the 
Northern  army  and  Bragg  of  the  Southern.  The  result  was  the  retreat  of  Bragg 
with  his  army  greatly  weakened.  This  battle  kept  the  South  from  capturing 
Nashville,  and  made  easier  the  movement  of  the  Northern  army  against  Chatta 
nooga  in  1863. 


GEORGE    H.    THOMAS,   "THE 
ROCK    OF    CHICKAMAUGA." 


334 


HISTORY  OF   THE   UNITED   STATES 


command  of  the  Union  army  in  Tennessee,  advanced  with 
55,000  troops  upon  Chattanooga,  which  was  occupied  by 
Bragg.  By  moving  to  the  south  of  this  place,  Rosecrans 
threatened  Bragg's  line  of  supplies  and  compelled  him  to 
withdraw  from  Chattanooga  and  take  position  at  Lafayette 
(September  19-20),  twenty-six  miles  to  the  south. 

Here  Bragg  received  a  strong  body  of  reinforcements 
and  vigorously  attacked  the  Union  army,  now  outnumbered. 

He  overwhelmed  and 
routed  the  right  wing, 

General  Thomas  and  WOuld 

saves  the  Union  i 

army  from  ruin-  have    P«t 

ous  defeat.  to  TO  lit  the 

entire  army  but  for  the 
unflinching  courage  of 
General  Thomas,  the 
"  Rock  of  Chicka- 
mauga,"  who  coolly 
held  his  position  on  the 
left  until  the  rest  of  the 
army  could  make  a  safe 
retreat  to  Rossviile  on 
Missionary  Ridge. 

343.  Siege  of  Chat 
tanooga.  —  Although 
Bragg  defeated  the 
Union  army  in  the  bat 
tle  of  Chickamauga,  he 
did  not  secure  what  he  greatly  desired — Chattanooga  itself. 
He  therefore  strongly  fortified  himself  on  Missionary  Ridge 
and  Lookout  Mountain,  overlooking  Chattanooga,  and  tried 
to  cut  off  the  Union  army  from  its  supplies.  The  situation 
became  serious.  For  weeks  all  the  Union 
supplies  had  to  be  brought  over  a  single 
mountain  road  for  a  distance  of  sixty  miles. 
When  Grant,  who  had  superseded  Rosecrans,  reached 
Chattanooga  about  the  middle  of  November,  the  number 
of  horses  and  mules  had  been  so  reduced  by  starvation  that 


GENERAL  GRANT  AND  STAFF  ON  POINT 
LOOKOUT,   1863. 


Critical  situation 
of  the  Union 
army. 


SECESSION   AND   THE    CIVIL   WAR 


335 


the  artillery  could  not  be  moved.1  The  soldiers  were  liv 
ing  on  half-rations,  and  had  not  enough  ammunition  left 
for  a  single  day's  battle.  But  in  five  days  after  reaching 
Chattanooga  Grant2  got  control  of  the  river  line  of  sup 
plies.  From  that  time  the  army,  which  had  been  cooped 
up  in  Chattanooga  for  months,  had  an  abundance  of  food. 

344.  Battle  of  Chatta 
nooga.  —  Having  received 
reinforcements,  Grant  now 
decided  to  attack  Bragg, 

Who  OCCUpied          Bragg's  strong 

a  very  strong  position. 
position,  with  his  right  flank 
resting  on  the  northern  end 
of  Missionary  Ridge,  his 
left  flank  on  the  northern 
end  of  Lookout  Mountain, 
and  his  centre  stretching 
across  Chattanooga  Valley. 
His  line  was  twelve  miles 
long  and  on  the  flanks  ap 
peared  to  be  almost  im 
pregnable.  On  November 
24  Grant  sent  the  gallant 
Hooker  and  his  men  to 
charge  up  the  rocky  heights 
of  Lookout  Mountain.  This 
charge  resulted  in  desperate  fighting  "  above  the  clouds," 
and  in  driving  Bragg's  left  flank  from  its  mountain  strong- 

1  Ten  thousand  horses  and  mules  had  starved  to  death. 

2  When  seventeen  years  of  age  (see  par.  371)  Ulysses  S.  Grant  received  an  ap 
pointment  to  a  cadetship  in  the   Military  Academy  at  West  Point.      Although  he 
did  not  take  high  rank  in  scholarship,  he  became  the  finest  horseman  in  his  class, 
and  showed  a  marked  aptitude  for  mathematical  studies.      Entering  the  army  after 
graduation,  he  distinguished  himself  for  bravery  in  many  important  battles  of  the 
Mexican  War.      He  remained  in  the  army  until   1854,  when  he  resigned  his  com 
mission,  and  continued  in  private  life  until  the  beginning  of  the  Civil  War.      Dur 
ing  these  years  he  tried  farming,  store-keeping,  and  selling  real  estate,  but  did  not 
have  much  success.     In   1861  he  received  a  commission  as  colonel  of  an  Illinois 
regiment,  and,  by  his  extraordinary  military  skill  and  ability,  rose  to  the  rank  of 


HISTORY  OF  THE  UNITED  STATES 

hold.  Early  next  morning  Sherman  vigorously  assaulted 
the  north  end  of  Missionary  Ridge.  Until  three  o'clock  in 
TWO  heroic  ^e  afternoon  he  struggled  to  drive  the  enemy 

charges  by  the  from  the  heights,  but  in  vain.  Then  Thomas's 
union  troops.  men  were  orcjered  to  jojn  tne  attack.  Like  a 

mighty  whirlwind  they  swept  away  all  opposition  in  their 
grand  charge  up  the  hill.  Bragg's  army,  overwhelmed  and 
defeated,  fled  from  the  battle-field  in  confusion. 

TO  THE  PUPIL 

1.  Observe  that  after  Lee's  retreat  from  Antietam  he  defeated  the  Army 

of  the  Potomac  in  two  battles,  the  first  at  Fredericksburg  (December, 
1862),  and  the  second  at  Chancellorsville  (April,  1863).  What  reasons 
had  Lee  for  a  second  invasion  of  the  North  in  1863  ? 

2.  Trace  with  care  upon  your  map  the  location  of  the  two  armies  on  the 

second  day  of  the  battle  of  Gettysburg.  As  this  is  one  of  the  world's 
great  battles  you  will  do  well  to  understand  it.  Describe  Pickett's 
charge.  What  were  the  most  striking  results  of  the  battle  ? 

3.  Before  studying  the  capture  of  Vicksburg  review  the  following  battles 

fought  to  open  the  Mississippi  in  1862:  Capture  of  Forts  Henry  and 
Donelson,  the  battle  of  Shiloh,  and  the  capture  of  New  Orleans.  Now 
you  are  ready  to  describe  the  capture  of  Vicksburg.  Read  General 
Grant's  excellent  account  of  it  in  his  "  Personal  Memoirs." 

4.  How  did  the  slaves  aid  the  Confederate  cause  ?    What  was  the  source 

of  President  Lincoln's  authority  to  set  free  any  of  the  slaves  in  the 
South  ?  What  was  the  Emancipation  Proclamation  ?  After  its  issue 
what  was  the  North  fighting  for  ? 

5.  Why  was  it  natural  for  the  North,  after  emancipating  the  blacks,  to 

employ  them  as  soldiers?  What  effect  did  such  employment  have 
upon  the  exchange  of  prisoners  ? 

6.  Why  was  Chattanooga  an  important   military   position?    What  led 

to  the  battle  of  Chickamauga,  and  how  did  General  Thomas  save  the 
Union  army  from  rout  ?  Describe  the  critical  situation  of  the  Union 
army  when  Grant  reached  Chattanooga.  What  were  the  results  of 
the  battle  of  Chattanooga  ? 

7.  You  will  find  Coffin's  books  on  the  Civil  War  very  interesting. 

lieutenant-general  (1864)  in  command  of  the  Union  armies.  His  brilliant  strategy 
at  Vicksburg  and  Chattanooga  in  1863,  and  his  advance  upon  Richmond  in  1864- 
65,  proved  him  to  be  one  of  the  greatest  military  leaders  of  all  time.  His  iron  will, 
resolute  purpose,  cool  judgment,  and  unflinching  courage  never  failed  him  in  the 
hour  of  trial  and  danger.  He  was  also  a  man  of  singularly  pure  and  gentle  spirit, 
with  a  high  sense  of  public  duty. 


SECESSION  AND   THE  CIVIL  WAR 


337 


THE   HAMMERING   CAMPAIGN 

345.  The  Union  Plan  of  1864. — In   March,  1864,  Grant, 
who  had  won  the  confidence  of  the  people  by  his  campaigns 
in  the  West,  was  raised  to  a  military  rank  sec-       General  Grant 
ond  only  to  that  of  the  President,  with  the  title       LTd^TtTe 
of  lieutenant-general.1  In  reality  he  was  placed       union  armies, 
in  command  of  all  the  Northern  armies.     By  the  close  of 
1863  the  Confederacy  had  been  cut  down  to  Virginia,  North 
Carolina,  South  Carolina,  and  Georgia.     The  Union  armies 
had  now  to  get  control  of  these  four 

States. 

Grant  was  to  attempt  the  capture  of 
Richmond,  which  was  defended  by 
Lee ;  Sherman  was  to  get  control  of 
Georgia  by  defeating  Johnston,  who 
had  command  of  the  Confederates 
there.  The  watchword  in  the  East  was 
"On  to  Richmond;"  in  the  West,  "On 
to  Atlanta."  These  two  movements 
were  planned  to  begin  at  the  same 
time,  early  in  May,  so  that,  if  possible, 
the  Confederate  armies  might  be  pre 
vented  from  aiding  each  other. 

346.  " On  to  Richmond." — Grant's  advance  upon  Rich 
mond  began  (May  4)  by  crossing  the  Rapidan  and  entering 
the  Wilderness.    He  had  i2O,oooamen  against 

Lee's  62,000.  For  two  days  in  the  thick, 
gloomy  woods,  where  the  enemy  could  not  be  seen  twenty 
feet  away,  a  terrible  struggle  ensued.  Grant's  loss  was  se 
vere,  but  he  pressed  on,  writing  to  Lincoln,  "  I  propose  to 
fight  it  out  on  this  line  if  it  takes  all  summer."  As  Grant 
moved  forward,  terrible  battles  were  fought  at  Spott- 
sylvania  Court  House  (May  8-18)  and  at  Cold  Harbor 

1  Before  that  time  only  Washington  and  Scott  had  been  made  lieutenant-generals. 

2  Grant's  army,  arranged  in  ranks  of  four,  the  ranks  being  five  feet  apart,  would 
extend  a  distance  of  more  than  twenty-eight  miles. 


GENERAL   U.    S.    GRANT. 


In  the  Wilderness. 


HISTORY  OF  THE  UNITED  STATES 

(June  3).  Before  the  close  of  June  he  had  lost  more  than 
60,000  men,  and  Lee,  40,000. 

Realizing  after  this  great  loss  of  life  that  he  could  not 
capture  Richmond  by  attacking  it  from  the  north,  Grant 
Grant  transfers  transferred  his  army  across  the  James  in  order 
his  army  across  to  attack  the  city  from  the  south.  Here  an 
attempt  was  made  to  capture  Petersburg 
(July  30)  by  exploding  a  mine  under  the  outer  Confederate 
defences.  The  explosion  was  followed  by  a  vigorous  as 
sault,  but  the  plan  failed. 

347.  Early's  Raid  in  the  Shenandoah.— -It  will  be  re 
membered  that  in  1862,  when  McClellan  was  near  Richmond, 


BUILDING   A    PONTOON    BRIDGE. 

"  Stonewall "  Jackson  was  sent  into  the  Shenandoah  to 
threaten  Washington  and  prevent  McDowell  from  reinforc 
ing  McClellan.  In  1864  Lee  tried  in  the  same  way  to 
weaken  the  attack  upon  Richmond.  Toward  the  last  of 
June  he  sent  Early  with  20,000  men  to  threaten  Washington 
Early  threatens  by  way  of  the  Shenandoah.  Early  swept  on 

^rnscfambert  until  he  met  General  Lew  Wallace  with  a 
burg.  much  smaller  force  on  the  Monocacy  River, 

not  far  from  Washington.  Here  Wallace  fought  a  losing 
battle  in  order  to  detain  Early  long  enough  for  Grant  to 
got  a  part  of  his  army  into  Washington.  These  troops 
reached  the  city  just  in  time  to  prevent  its  capture.  A  lit 
tle  later  Early  again  pushed  down  the  Shenandoah  across 


SECESSION   AND   THE   CIVIL  WAR 


339 


the  Potomac  into  Pennsylvania,  where  he  burned  Chambers- 
burg;. 

348.  Sheridan  in  the  Shenandoah. — To  put  an  end  to 
such  raids  in  the  North,  General  Sheridan1  was  sent  with 
30,000  men  to  watch  General  Early  and  to  lay  waste  the 
fruitful  Shenandoah  Valley.  After  defeating  Early  and 
chasing  him  up  the  valley,  Sheridan 
destroyed  2,000  barns  filled  with 
grain  and  farming  implements  and 
seventy  mills  filled  with  flour  and 
wheat,  besides  driving  off  thousands 
of  sheep  and  cattle.  A  few  days 
later,  while  Sheridan2  was  away, 
Early  surprised  the  Union  army  at 
Cedar  Creek,  and  drove  it  back 
seven  miles.  This  was  the  occasion 
of  "  Sheridan's  Ride  "  «« Sheridan's 
from  Winchester,  Ride-" 

about  fourteen  (not  "  twenty  ") 
miles  away.  On  Sheridan's  arrival 
he  found  that  the  Union  forces  had  been  formed  in  battle 
array.  Early 's  army  was  totally  defeated  (October  19)  and 
driven  in  confusion  from  the  field. 

1  Philip  H.  Sheridan  was  born  in  Ohio  in   1831,  and  died  in  1888.     He  was 
graduated  from  West  Point  in  1853.      Upon  the  outbreak  of  the  Civil  War  he  was 
made  chief  quartermaster  of  the  army  in  the  southwestern  part  of  Missouri.     He 
handled  his  troops  so  ably  at  the  battle  of  Murfreesboro  that  he  was  promoted  to  the 
rank  of  major-general.     He  gave  further  striking  evidence  of  military  skill  and  dar 
ing  at  Chickamauga  and  Chattanooga.      In  1864  Grant  had  Sheridan  put  in  com 
mand  of  all  the  cavalry  in  the  Army  of  the  Potomac.     His  campaign  in  the  Shenan 
doah  was  one  of  the  great  military  achievements  of  the  war.      He  was  so  popular  that 
he  was  called  by  his  men  "  Little  Phil."     Some  years  before  his  death  he  became 
lieutenant-general,  and  on  his  death-bed  was  promoted  to  the  rank  of  general -in-chief. 

2  In  the  early  morning  of  the  battle,  General  Sheridan,  who  was  at  Winchester 
on  his  return  from  Washington,  was  informed  of  the  firing  in  the  direction  of  Cedar 
Creek.      Mounting  his  handsome  coal-black  horse,  he  rode  at  full  speed  toward  the 
scene  of  battle.     When  he  met  the  retreating  soldiers  he  shouted,  "Turn  back, 
men — turn  back  !      Face  the  other  way  !  "     His  inspiring  presence  heartened  the 
soldiers.     With  waving  hats  they  cried,  "Sheridan!   Sheridan!  "  and  cheerfully 
followed  their  leader  as  he  dashed  forward.     Sheridan's  ride  changed  defeat  into 
overwhelming  victory. 


PHILIP   H.    SHERIDAN. 


340 


HISTORY   OF  THE  UNITED   STATES 


Sherman's 

difficulties. 


349.  "  On  to  Atlanta."  —  Early  in  May,  1864,  Sherman,1 
with  100,000  men,  was  at  Chattanooga,  facing  Johnston,  with 
importance  of  64,000,  at.  Dalton.  It  was  desirable  to  get 
Atlanta  and  possession  of  Georgia  because  it  was  the 

workshop,  the  arsenal,  and  the  storehouse  of 
the  Confederacy.  Sherman's  plan  was  to  capture  Atlanta, 
an  important  railroad  and  manufacturing  centre,  and  then 

to  pass  on  to  the  sea 
and  destroy  the  sup 
plies  necessary  to  sus 
tain  the  Confederate 
armies.2 

Sherman  had  great 
difficulties  to  face.     In 

the     first 

place,  an 

able  general,  Joseph 
E.  Johnston,  opposed 
him  ;  in  the  second 
place,  every  mile  of 
advance  took  him  far 
ther  away  from  his 
base  of  supplies  at 

Nashville.     He   soon   had   to  protect  a  long  line  of  com 
munication    which    the    enemy    was    constantly    trying   to 

1  William  T.  Sherman  was  born  in  Lancaster,  Ohio,  in  1820,  and  died  in  1891. 
Having  graduated  from  West  Point  in   1840,  he  remained  in  the  army  until  1853 
and  then  resigned  his  commission  to  engage  in  business.     At  the  outbreak  of  the 
Civil  War  he  became  a  colonel  and  took  part  in  the  battle  of  Bull  Run.     Soon  after 
that  battle  he  was  raised  to  the  rank  of  brigadier-general  and  transferred  to  Halleck'L 
command  in  the  Department  of  the  West.      His  great  military  skill  was  shown  at 
Shiloh  and  in  the  memorable  Vicksburg  campaign.     When,  therefore,  Grant  was 
placed  in  command  of  all  the  Union  armies  in   1864,  he  secured  the  appointment 
of  Sherman  as  commander  of  the  armies  of  the  West.     The  "  March  to  the  Sea," 
one  of  the  notable  military  achievements  of  modern  history,  followed.     Sherman 
was  among  the  ablest  generals  of  the  Civil  War.     When  Grant  became  general-in- 
chief  of  the  army  in  1866,  Sherman  was  made  lieutenant-general,  and  when  Grant 
was  elected  President,  Sherman  was  promoted  to  the  rank  of  general-in-chief. 

2  Such   a  course  may  seem  cruel,  but  it  is  just  as  good  generalship  to  starve  an 
army  into  submission  as  to  kill  with  firearms.      Its  effect  is  to  shorten  war  and  save 
life. 


DESTROYING   A    RAILROAD    AT   ATLANTA,    GA. 


SECESSION   AND  THE   CIVIL  WAR 


341 


destroy.  Johnston's  plan  was  to  draw  him  as  far  as  pos 
sible  from  Nashville,  always  avoiding  a  pitched  battle. 
Sherman's  plan  was  to  flank  Johnston  and  threaten  his  line 
of  communication  with  Atlanta.  By  a  series  of  flank  move 
ments  Sherman  compelled  Johnston  to  retreat.  Battles 
were  fought  at  Resaca,  New  Hope  Church,  and  Kenesaw 
Mountain. 

Both  generals  were  skilful,  but  Johnston,  by  his  cautious 
movements,  failed  to  satisfy  the  Confederate  authorities. 
He  was  superseded  by  Hood,  who 
was  as  rash  and  impetuous  as  John 
ston  was  careful  and  capture  of 
cautious.  Hood  at  once  Atlanta. 
made  desperate  attacks  upon  Sher 
man  and  was  soon  defeated.  By 
cutting  the  railroad  connections  on 
the  south  Sherman  captured  Atlanta 
(September  2,  1864). 

350.  Sherman's  "  March  to  the 
Sea." — A  little  later  Sherman,  cut 
ting  loose  from  all  communication 
with  the  North,  started  through 
Georgia  on  his  famous  march  to  the 
sea,  which  was  some  two  hundred  miles  away.  Hood,  by 
moving  northward,  tried  to  draw  Sherman  after  him,  but 
Sherman  sent  Thomas  to  look  after  Hood,  while  he  himself 
moved  southward  from  Atlanta.  After  destroying  three 
hundred  miles  of  railroad  and  laying  waste  the  country 
over  a  belt  sixty  miles  wide,  "  from  Atlanta  to  the  sea," 
Sherman,  with  the  loss  of  less  than  a  thousand  men,  reached 
Savannah  just  before  Christmas.  He  presented  Savannah 
as  a  "Christmas  gift"  to  the  government.1  In  the  mean- 

1  The  following  was  Sherman's  message  to  the  President : 

SAVANNAH,  GEORGIA,  December  22,  1864. 
To  His  Excellency ',  President  Lincoln,  Washington,  D.  C. : 

I  beg  to  present  you,  as  a  Christmas  gift,  the  city  of  Savannah,  with  one  hun 
dred  and  fifty  heavy  guns  and  plenty  of  ammunition ;  also  about  twenty-five  thou 
sand  bales  of  cotton.  W.  T.  SHERMAN,  Major-General. 


WILLIAM   T.    SHERMAN. 


342 


HISTORY  OF  THE  UNITED   STATES 


time  Tnomas  so  thoroughly  routed  Hood's  army  at  Nash* 
ville  that  it  could  not  be  brought  together  again. 

351.  Capture  of  Mobile. — As  we  have  seen,  one  of  the 
leading  purposes  of  the  North  was  to  prevent,  by  blockade, 
the  export  of  Southern  cotton.  By  the  middle  of  1864 
Union  war-vessels  had  closed  to  foreign  trade  nearly  all 
the  Southern  ports.  One  of  the  most  important  of  these 
was  Mobile,  which  Admiral  Farragut,  in  co-operation  with 


MAP    ItLUSTRJlTING 

SHERMANS  MARCH 

TO  THE  SEA. 

Scale  of  Miles. 
0         25         50         75        100 


a  land  force  of  5,000  men,  was  sent  to  capture.  Realizing 
the  great  value  of  Mobile,  the  Confederates  had  prepared 
The  defences  for  a  vigorous  defence.  Two  strong  forts 
of  Mobile.  stood  on  opposite  sides  of  the  entrance  of  the 

bay,  the  channel  of  which  was  obstructed  by  torpedoes. 
Within  the  bay  were  three  gun-boats  and  the  powerful  iron 
clad  ram,  Tennessee. 

At  six  o'clock  on  the  morning  of  August  5,  1864,  the 
Union  fleet,  consisting  of  fourteen  wooden  vessels  and  four 
monitors,  was  under  wav.  In  order  that  he  might  see  over 
the  smoke,  Admiral  Farragut,1  then  sixty-three  years  old, 

1  David  Glasgow  Farragut  was  born  near  Knoxville,  Tennessee,  in  1801,  and 
died  in  1870.    The  night  before  the  terrible  struggle  in  Mobile  Bay  he  wrote  to  his 


SECESSION   AND  THE  CIVIL  WAR 


343 


took  his  position  in  the  rigging  of  the  flagship  Hartford. 
One  of  the  monitors  was  sunk  by  a  torpedo,  but  the  remain 
der  of  the  fleet  passed  into  the  bay  and  engaged  the  Ten- 
nessee,  the  strongest  of  the  Confederate  iron-clads.  By  ten 
o'clock  the  fight  was  over  and  the  capture  of  Mobile  as 
sured.  In  a  few  days  the  forts  surrendered  to  the  land 
force.  This  signal  victory  was  due  to  the  unflinching  cour 
age  of  Admiral  Farragut. 

352.  Sympathy  of  English  Workingmen  with  the  North. 
— We  may  now  leave  the  armies  for  a  while  and  consider 
how  England  and  France  were  look 
ing  upon  the  war,     Jefferson  Davis 

and  the  South  greatly  erred  when 
they  counted  upon  the  sympathy  of 
the  working  classes  in  England,  for 
when  English  workingmen  under 
stood  that  the  war  was  a  struggle 
between  freedom  and  slavery,  their 
sympathies  were  with  the  North. 
Although  the  cotton  famine  in  Eng 
land,  produced  by  the  blockade  of 
the  South,  forced  hundreds  of  thou 
sands  out  of  employment,  these 
starving  laborers  prayed  for  the 
success  of  the  North.  On  the  other 
hand,  the  aristocracy,  with  a  few  exceptions,  and  the  Eng 
lish  Government,  being  more  in  sympathy  with  the  aristo 
cratic  Southern  planter  and  perhaps  jealous  of  American 
commerce,  favored  the  South. 

353.  England  and  the   Confederate  Navy. — The   South 
was  in  great  need  of  a  navy,  and  had  no  facilities  for  build 
ing  one.     English  shipbuilders,  therefore,  with  the  knowl 
edge  of  the  English  Government,  responded  to  the  need 
of  the  South,  and  built  formidable  Confederate  cruisers  in 
British  dock-yards.      These  cruisers  drove  our  merchant 
marine  from  the  sea. 

wife  :  "I  am  going  into  Mobile  Bay  in  the  morning,  if  God  is  my  leader,  as  I  hope 
He  is,  and  in  Him  I  place  my  trust.  God  bless  and  preserve  you,  my  darling,  and 
my  dear  boy,  if  anything  should  happen  to  me." 


DAVID    GLASGOW    FARRAGUT. 


344  HISTORY   OF  THE   UNITED   STATES 

The  most  famous  cruiser  was  the  Alabama?  commanded 

by  Captain  Semmes.     This  vessel  was  built  with  English 

money  in  an  English  port,  was  manned  by  an 

The  Alabama.  ,. J,  .    %         '       . 

English  crew,  carried  English  gunners,  and 
hoisted  an  English  flag.  In  a  word,  with  the  exception  of 
her  officers,  she  was  an  English  vessel  built  for  the  special 
purpose  of  destroying  Northern  commerce.  Charles  Fran 
cis  Adams,  our  able  minister  to  England  at  that  time,  pro 
tested,  but  in  vain.  The  United  States,  in  the  midst  of  a 
civil  war,  no  longer  commanded  the  respect  of  the  English 
Government.  Our  country  was  not  in  a  position  to  demand 
justice  and  satisfaction.  But  it  resented  England's  attitude 
none  the  less  keenly,  and  the  time  came  when  England  was 
wise  enough  to  listen. 

The  Alabama  (1862-64)  captured  over  sixty  Norther-n 
vessels,  amounting  in  value,  with  their  cargoes,  to  over  $7,- 
TheKearsarge  ooo,ooo.  The  duel  between  the  Alabama  and 
sinks  the  the  Kearsarge,  which  had  gone  out  in  search  of 

her,  was  fought  off  the  coast  of  France  (June 
19,  1864).  The  Alabama,  in  about  one  hour,  was  shattered 
and  sunk.  The  sinking  of  the  Alabama  put  an  end  to  the 
destructive  work  of  Confederate  cruisers.  After  the  war 
England  paid  more  than  $15,000,000  for  damages  done  by 
The  Alabama  Confederate  cruisers.  As  the  first  of  these 
claims.  claims  made  by  our  government  for  redress 

grew  out  of  acts  committed  by  the  Alabama,  all  the  claims 
growing  out  of  the  acts  of  all  the  vessels  became  known  as 
the  "  Alabama  Claims." 

354.  Napoleon  III.  and  the  Confederate  Navy. — But 
the  English  Government  did  not  stand  alone  in  its  un 
friendly  attitude.  The  French  Government  was  equally 

1  "A  score  of  other  Confederate  cruisers  roamed  the  seas  to  prey  upon  United 
States  commerce,  but  none  of  them  became  quite  so  famous  as  the  Sumter  and 
the  Alabama.  They  included  the  Shenandoah,  which  made  thirty-eight  captures; 
the  Florida,  which  made  thirty-six  ;  the  7^allahassee,  which  made  twenty-seven  ; 
the  Tacony,  which  made  fifteen  ;  and  the  Georgia,  which  made  ten.  Most  of  these 
cruisers  were  built  in  British  ship-yards." — R.  JOHNSON. 

The  attitude  of  the  English  government  toward  the  Confederate  navy  was  most 
unfortunate,  naturally  causing  in  the  North  much  bitter  feeling  toward  England. 


SECESSION   AND   THE   CIVIL   WAR  345 

hostile  to  the  North.  Napoleon  III.,  for  personal  reasons, 
was  eager  for  the  success  of  the  Confederate  cause,  and 
urged  England  to  acknowledge  the  independence  of  the 
South.  He  wished  to  see  the  Union  dissolved,  Napoleon,s  desire 
because  it  was  his  desire  to  establish  an  em-  to  establish  an 
pire  upon  the  ruins  of  the  republic  of  Mexico,  empire  in  Mexico' 
and  he  knew  that  so  long  as  the  Union  remained  unbroken 
he  would  not  be  permitted  to  carry  out  his  plans.  He  also, 
during  the  later  years  of  the  war,  with  contemptible  du 
plicity  equal  to  that  of  Napoleon  I.  just  before  the  War  of 
1812,  allowed  formidable  iron-clads  for  the  Southern  navy 
to  be  built  in  France.  One  of  these  was  finally  launched, 
but  the  war  was  at  an  end  before  it  could  reach  our  coast. 

Napoleon  sent  a  French  army  to  invade  Mexico  in  1861. 
By  1863  it  had  established  an  empire  there,  and  Napoleon 
offered  the  throne  to  Maximilian,  Archduke  Maximilian  in 
of  Austria.  The  United  States  protested,  but  Mexico, 
in  vain.  After  the  close  of  the  war,  however,  in  response 
to  the  threatening  attitude  of  this  country,  Napoleon  with 
drew  the  French  troops.  Maximilian  was  then  taken  pris 
oner  by  the  Mexican  authorities,  tried  by  court-martial,  and 
shot. 

TO   THE   PUPIL 

z.  What  part  of  the  Confederacy  remained  unconquered  at  the  close  of 
1863  ?  Describe  the  Union  plan  of  campaign  in  1864.  Outline  the 
"On  to  Richmond  "  movement. 

2.  Compare  Early's  raid  in  the  Shenandoah  in  1864  with  Jackson's  move 

ment  in  that  valley  in  1862.  What  did  Jackson  accomplish  ?  What 
did  Early  accomplish  ?  Why  was  Sheridan  sent  into  the  Shenan 
doah?  What  did  he  accomplish  there  ?  Why  was  the  Shenandoah 
of  importance  to  the  Confederates  ? 

3.  Why  was  it  desirable   for   the  North   to  get  possession  of  Atlanta? 

What  difficulties  did  Sherman  meet  in  his  advance  upon  Atlanta  ? 
What  was  Johnston's  plan  of  defence  ? 

4.  Outline  Sherman's  "  March  to  the  Sea."    Which  do  you  think  was  the 

abler  general,  Sherman  or  Johnston  ?     Give  reasons  for  your  answer. 

5.  What  did  Jefferson  Davis  mean  by  speaking  of  cotton  as  "king"? 

At  this  point  review  the  "  Trent  Affair,"  the  importance  of  the  block 
ade,  the  attempt  on  the  part  of  the  South  to  break  the  blockade  by 


HISTORY  OF  THE  UNITED   STATES 

means  of  the  "  Merrimac,"  and  the  effect  the  blockade  had  upon  cot 
ton  export. 

6.  Why  did  English  workingmen  sympathize  with  the  North?    Why 

did  the  English  aristocracy  and  the  English 'Government  favor  the 
South  ?  In  what  way  did  English  shipbuilders  aid  the  South  ? 

7.  What  was  the  "  Alabama,"  and  what  was  the  attitude  of  the  English 

Government  toward  Southern  cruisers  built  in  English  dockyards  ? 
What  became  of  the  " Alabama "?  What  were  the  "Alabama 
Claims  "  ? 

8.  How  did  Napoleon  III.  show  his  sympathy  with  the  South  ?    What 

was  his  scheme  in  sending  Maximilian  to  Mexico  ?  In  this  connec 
tion  review  the  Monroe  Doctrine,  and  find  out  whether  or  not  Napo 
leon  III.  vifllated  this  doctrine  by  supporting  Maximilian  with  a 
French  army.  Why  were  the  French  troops  withdrawn  from  Mex 
ico  after  the  Civil  War  ? 

9.  Subject  for  debate :  Resolved,  that  Grant  was  a  better  general  than 

Lee. 

APPOMATTOX   COURT   HOUSE 

355.  Fall  of  Richmond. — By  the  various  disasters  which 
we  have  recounted  the  Southern  cause  was  brought  into 
Lee  fans  to  break  desperate  straits.  Careful  observers  could  see 
through  Grant's  that  the  end  was  near.1  Sherman,  after  re 
maining  about  a  month  in  Savannah,  started 
through  the  Carolinas  northward  (February  i).  Lee,  with 
40,000  men,  still  held  Richmond,  which  Grant,  with  100,000 
men,  was  trying  to  capture.  In  order  to  join  Johnston's 
force  in  North  Carolina,  Lee  made  one  last  effort  to  break 
through  the  Union  army  lying  south  of  Petersburg.  This 
plan  was  defeated  by  Sheridan  in  the  battle  of  Five  Forks, 
where  5,000  Confederates  were  captured. 

The  next  day  (April  2)  Lee  evacuated  Richmond  and 
started  on  a  retreat  westward.  The  pursuit  was  hot.  Hun 
dreds  of  the  Confederates,  having"  little  to  eat 

Lee  retreats.  .    .     , .  .  .      .  t  . 

and  believing  that  their  cause  was  hopeless, 
deserted,  and  thousands  threw  away  their  arms.  Their 
condition  was  pitiable.  For  five  or  six  days  they  lived  on 

1  In  the  spring  of  this  year  General  Wilson,  in  a  brilliant  cavalry  movement, 
captured  the  five  fortified  cities  of  Selma,  Montgomery,  West  Point,  Columbus,  and 
Macon.  These  places  had  important  railroad  connections,  contained  valuable 
supplies  for  the  Confederate  army,  and  manufactured  for  it  war  material. 


SECESSION   AND  THE  CIVIL  WAR 


347 


A  COUNCIL  OF   WAR   AT   MASSAPONAX   CHURCH. 

parched  corn  and  the  shoots  of  trees.  One  week  after  leav 
ing  Richmond  (April  9),  Lee,  finding  that  every  avenue 
of  escape  was  cut  off,  agreed  to  hold  a  conference  with 
Grant  at  Appomattox  Court  House,  about  seventy-five 
miles  west  of  Richmond,  to  consider  terms  of  surrender. 

356.  Lee's  Surrender. — It  was  a  notable  meeting.  The 
result  of  the  interview  was  the  surrender  of  Lee  with  26,000 
men,  only  8,000  of  whom  had  arms.  The  Grant's  delicacy 
terms  of  surrender  were  very  generous  to  the  of  feeling. 
Confederates,  who  were  to  lay  down  their  arms  and  were 
not,  unless  properly  exchanged,  to  take  them  up  again. 
With  rare  delicacy  of  feeling  Grant  ordered  that  all  the 
Confederates  owning  horses  or  mules  should  be  allowed  to 


HISTORY  OF  THE   UNITED   STATES 

take  them  home.  "They  will  need  them  for  the  spring 
ploughing-,"  he  said.  But  consideration  for  the  Confeder 
ate  soldiers  did  not  stop  here,  for  when  they  inarched  in 
front  of  the  Union  soldiers  to  stack  arms  in  token  of  sur 
render  the  Union  soldiers  saluted  them.  The  Confederates 
promptly  returned  the  salute. 

Grant's  attitude  toward  the  Confederates,  which  won 
the  hearts  of  the  Southern  people,  was  like  that  of  the 
The  enerous  United  States  Government  as  a  whole.  Only 
attitude  of  the  one  Confederate — the  keeper  of  Anderson- 
Government.  ville  prison— was  put  to  death  at  the  close  of 
the  war.  The  death-penalty  in  this  case  was  inflicted,  not 
at  all  for  connection  with  the  Confederate  movement,  but 
because  of  inhuman  cruelty.  No  government  ever  showed 
so  great  mercy  to  those  who  had  tried  to  break  it  in 
pieces.  The  great  struggle  ended  when  Johnston  surren 
dered  to  Sherman  near  Raleigh,  North  Carolina  (April  26, 
1865). 

357.  Flight  and  Capture  of  Jefferson   Davis. — On  Sun 
day  morning,  April  2,  Jefferson  Davis  was  attending  service 
at  St.  Paul's  Episcopal  Church  in  Richmond  when  an  offi 
cer  walked  quietly  up  the  aisle  with  a  telegram  from  Lee 
announcing  the  retreat  of  the  latter  from  Petersburg.     Da 
vis  at  once  left  the  church  and  prepared  to  leave  the  city. 
In  a  vain  endeavor  to  escape  capture  he  fled  through  the 
Carolinas   into   Georgia.     While  encamped  in    the   woods 
near  Irwinsvilte,  Georgia,  in  the  early  morning  he  was  sur 
prised  and  captured  (May  10).     He  was  taken  to  Fortress 
Monroe  and  confined  there  for  two  years.     At  the  end  of 
that  time  many  well-known  men — among  whom  was  Horace 
Greeley,  a   Republican  leader  of  great  prominence — used 
their  influence   to   secure   his   release.     Davis   was   never 
brought  to  trial. 

358.  The   Assassination   of  Lincoln. — The  rejoicing  of 
the    people  over   the    return  of  peace  soon  gave  place  to 
mourning  for  the  loss  of  the  one  who   had  safely  piloted 
the  ration  through  the  storm  of  war.     On  the  evening  of 
April  14,  1865,  while  President  Lincoln  was  at  Ford's  Thea- 


THE   SURRENDER   OF    LEE   TO    GRANT  AT  APPOMATTOX. 


SECESSION   AND   THE   CIVIL  WAR  349 

tre  in  Washington,  an  obscure  actor,  half-crazed  over  what 
he  believed  to  be  the  wrongs  of  the  South,  entered  the  Pres 
ident's  box  from  the  rear  and  shot  him  through  the  head. 
He  then  leaped  upon  the  stage,  and  shouting  "  Sic  semper 
tyrannis  !  "  (So  be  it  always  to  tyrants),  rushed  out  of  the 
stage-door  amid  the  wildest  excitement  of  the  people  and 
escaped.  In  a  few  days  he  was  hunted  to  his  hiding-place 
in  Virginia  and  shot  dead  while  resisting  capture. 

Lincoln's  assassin  was  at  the  head  of  a  conspiracy  whose 
aim  was  to  bring  confusion  to  the  government  by  killing 
some  of  the  leading  men  and  thus  creating  a  The  aim  of  the 
panic.  On  the  same  evening  one  of  these  con-  conspirators. 
spirators  forced  his  way  to  the  bedside  of  Secretary  Sew- 
ard,  who  was  lying  ill  in  his  home,  and  vainly  tried  to  stab 
him  to  death.  Four  of  these  conspirators  were  hanged  and 
three  imprisoned  for  life. 

Lincoln,  who  was  shot  a  little  after  ten  o'clock  in  the 
evening,  lingered,  unconscious,  until  early  next  morning. 
When  Lincoln's  spirit  passed  away,  Secretary  The  grief  of  the 
Stanton  was  the  first  to  break  the  silence  by  people. 
saying,  "  Now  he  belongs  to  the  ages."  The  grief  of  the 
people  for  the  nation's  hero  was  well-nigh  universal.  On 
Friday,  April  21,  the  train  that  was  to  take  his  body  to 
Springfield,  Illinois,  moved  slowly  out  of  Washington  on  its 
mournful  journey0  In  order  that  the  people  might  have 
opportunity  to  express  their  love  and  grief  for  the  departed 
leader,  it  stopped  at  many  large  cities  along  the  route. 
The  unbroken  silence  amid  which  the  vast  throngs  filed 
past  the  open  coffin  as  the  body  lay  in  state  indicated  a  feel 
ing  too  deep  for  words. 

The  spirit  of  his  noble  service  is  well  illustrated  in  the 
closing  words  of  his  second  inaugural  address,  March  4, 
I865:1  '•  With  malice  toward  none,  with  charity  for  all, 
with  firmness  in  the  right,  as  God  gives  us  to  see  the  right, 
let  rs  strive  on  to  finish  the  work  we  are  in,  to  bind  up  the 
nat  on's  wounds,  to  care  for  him  who  shall  have  borne  the 

J  It  seems  fitting  to  introduce  here  the  memorable  Gettysburg  speech,  made  at 
Ge'.tysburg,  November  19,  1863,  on  the  occasion  of  the  dedication  of  the  National 


35°  HISTORY  OF  THE  UNITED   STATES 

battle,  and  for  his  widow,  and  his  orphan — to  do  all  which 
may  achieve  and  cherish  a  just  and  lasting  peace  among 
ourselves  and  with  all  nations." 

359.  The  Sanitary  and  Christian  Commissions. — Early 
in  the  war  the  Sanitary  Commission  was  organized  by 
good  men  and  women  to  supplement  the  work  of  the 
government  in  aiding  needy  and  distressed  soldiers.  Rec 
ognized  by  the  government  and  supported  by  all  classes 
of  the  people,  its  career  was  one  of  extraordinary  useful 
ness.  It  had  its  own  physicians,  nurses,  and  attendants,  its 
own  transports  and  methods  of  work.  It  ministered  to  the 
wounded  on  the  battle-field  and  carried  the  wounded  sol 
diers  by  easy  methods  of  conveyance  to  the  hospital.  Fur 
thermore,  it  gave  special  relief  to  men  on  sick-leave,  col 
lected  and  distributed  supplies,  and  in  every  possible  way 
cared  for  the  suffering  and  needy  soldiers. 

The  Christian  Commission  cared  for  the  souls  as  well  as 
the  bodies  of  the  soldiers.  It  distributed  tracts,  held  prayer- 
meetings  in  improvised  chapels,  comforted  the  dying,  and, 
where  possible,  gave  Christian  burial.  This  commission 

Cemetery  there.  The  speech  well  exemplifies,  in  its  brevity,  simplicity,  and  ten 
derness  of  feeling,  the  character  of  President  Lincoln : 

LINCOLN'S  GETTYSBURG  SPEECH 

Four  score  and  seven  years  ago  our  fathers  brought  forth  upon  this  continent  a 
new  nation,  conceived  in  liberty,  and  dedicated  to  the  proposition  that  all  men  are 
created  equal.  Now  we  are  engaged  in  a  great  civil  war,  testing  whether  that  na 
tion,  or  any  nation  so  conceived  and  so  dedicated,  can  long  endure.  We  are  met  on 
a  great  battle-field  of  that  war.  We  are  come  to  dedicate  a  portion  of  that  field  as 
a  final  resting-place  for  those  who  here  gave  their  lives  that  that  nation  might  live. 
It  is  altogether  fitting  and  proper  that  we  should  do  this.  But  in  a  larger  sense  we 
cannot  dedicate,  we  cannot  consecrate,  we  cannot  hallow  this  ground.  The  brave 
men,  living  and  dead,  who  struggled  here,  have  consecrated  it  far  above  our  power 
to  add  or  detract.  The  world  will  little  note,  nor  long  remember,  what  we  say  here  ; 
but  it  can  never  forget  what  they  did  here.  It  is  for  us,  the  living,  rather  to  be  ded 
icated  here  to  the  unfinished  work  which  they,  who  fought  here,  have  thus  far  so 
nobly  advanced.  It  is  rather  for  us  to  be  here  dedicated  to  the  great  task  remaining 
before  us;  that  from  these  honored  dead  we  take  increased  devotion  to  that  .cause 
for  which  they  gave  the  last  full  measure  of  devotion ;  that  we  here  highly  re  ;olve 
that  these  dead  shall  not  have  died  in  vain  ;  that  this  nation,  under  God,  shall  'lave 
a  new  birth  of  freedom,  and  that  government  of  the  people,  by  the  people,  and  for 
the  people,  shall  not  perish  from  the  earth. 


SECESSION   AND   THE   CIVIL  WAR 


351 


also  received  the  recognition  and  support  of  the  govern 
ment.  Thousands  of  noble  women  at  home,  in  hospitals, 
and  near  the  scenes  of  battles  expressed  in  The  work  of 
their  service  through  these  commissions  not  noblewomen, 
only  a  tender  love  and  sympathy,  but  a  patriotism  as 
faithful  and  true  as  that  of  the  brave  soldiers  whom  they 
attended. 

360.  The  Results  of  the  War. — The  Civil  War  was  one 
of  gigantic  proportions.     At  its  close  the  South  was  pros- 


A   SANITARY    COMMISSION    LODGE    NEAR    ALEXANDRIA,    VA. 

trated,  the  North  was  under  severe  strain.  About  600,000 
men  had  been  killed,  and  several  hundred  thousand  more 
permanently  injured.  The  loss  of  wealth  can  never  be  told, 
but,  including  the  expenditure  of  the  government  and 
the  States,  the  destruction  of  property  by  both  armies,  and 
the  value  of  slaves  to  the  South,  the  war  cost  not  far  from 
eight  thousand  millions  of  dollars. 

The  most  important  result  of  the  Civil  War  was  that 
slavery  was  forever  abolished  throughout  the  Union.1  The 
Emancipation  Proclamation  had  set  free  only  the  slaves  in 

1  See  Thirteenth  Amendment  to  the  Constitution. 


35 2  HISTORY  OF   THE   UNITED   STATES 

those  States  and  parts  of  States  conquered  by  Union  armies  ; 
but  now  slavery  was  entirely  swept  away,  and  with  it  the 
attendant  evils  of  State  rights,  nullification,  and  secession. 
The  supremacy  of  the  Union  was  established,  and  the  United 
States,  "  one  nation,  indivisible,  with  liberty  and  justice  for 
all,"  turned  her  energies  to  the  new  struggle  of  building  up 
what  had  been  torn  down  by  four  years  of  frightful  havoc 
— the  industries  and  wealth  of  her  people, 

TO  THE  PUPIL 

1.  Before  studying  the  fall   of  Richmond  review  the  various   attempts 

made  by  the  Army  of  the  Potomac  to  capture  that  city.  Your  review 
will  include  Bull  Run,  the  Peninsular  Campaign,  and  the  "  Onto  Rich 
mond  "  movement  in  1864. 

2.  Describe  Lee's  retreat  and  his  memorable  surrender. 

3.  Read  Lincoln's  second  inaugural,  and  memorize  his  Gettysburg  speech. 

4.  Subject  for  debate  :  Resolved,  that  the  army  did  more  effective  work 

than  the  navy  in  the  Civil  War. 

5.  What  were  the  Sanitary  and  Christian  Commissions  ?     What  were 

the  most  important  results  of  the  war  ?  Are  you  sure  you  know  its 
causes  ? 

6.  If  you  will  read  Alcott's  Hospital  Sketches  you  will  get  a  sad  picture 

of  suffering  in  the  hospitals  during  the  war. 


CHRONOLOGY 

1789.  March  4,  FIRST  CONGRESS  ASSEMBLED  IN  NEW  YORK. 

April   30,    WASHINGTON    INAUGURATED    PRESIDENT. 

1790.  THE  FIRST  CENSUS,  SHOWING  A  POPULATION  OF  3,929,214. 

1791.  VERMONT  ADMITTED  TO  THE  UNION — FIRST  NATIONAL  BANK  ESTABLISHED. 

1792.  KENTUCKY  ADMITTED  TO  THE  UNION. 

1793.  WAYNE'S  CAMPAIGN  AGAINST  THE  INDIANS. 
COTTON-GIN  INVENTED  BY  ELI  WHITNEY. 

1794.  THE  WHISKEY  INSURRECTION. 

1795.  JAY'S  TREATY  RATIFIED. 

1796.  TENNESSEE  ADMITTED  TO  THE  UNION. 

1797.  March  4,  JOHN  ADAMS  INAUGURATED  PRESIDENT. 

1798.  DEPARTMENT    OF    THE    NAVY    CREATED    BY    ACT    OF    CONGRESS. 
ALIEN    AND    SEDITION    LAWS    ENACTED    BY    CONGRESS. 

1800.  THE    SECOND    CENSUS,    SHOWING    A    POPULATION    OF    5,308,483. 

1 80 1.  JOHN    MARSHALL    MADE    CHIEF    JUSTICE    OF    THE    SUPREME    COURT. 
March    4,    JEFFERSON    INAUGURATED    PRESIDENT. 

1802.  OHIO    ADMITTED    TO    THE    UNION. 

1803.  LOUISIANA    PURCHASED    FROM    FRANCE. 


SECESSION  AND   THE  CIVIL   WAR  353 

1804.  LEWIS   AND    CLARK    STARTED    ON    THEIR    EXPEDITION 

1805.  TREATY    OF    PEACE    WITH    TRIPOLI. 

1806.  AARON    BURR'S   EXPEDITION    TO    THE    SOUTHWEST. 
November    2O,    THE    BERLIN    DECREE    ISSUED. 

1807.  TRIAL   TRIP    OF    FULTON'S   FIRST    STEAMBOAT. 

November,  THE  ORDERS  IN  COUNCIL. 

December,  THE  EMBARGO  ACT  PASSED  BY  CONGRESS. 

1809.  March    4,    MADISON    INAUGURATED    PRESIDENT. 

1810.  THE    THIRD    CENSUS,    SHOWING    A    POPULATION    OF    7,239,881. 

1811.  THE    FIRST    STEAMBOAT    STARTS    DOWN    THE     OHIO     FROM     PITTSBURG    FOR    NEW 

ORLEANS. 
November   7,   BATTLE   OF  TIPPECANOE. 

1812.  LOUISIANA   ADMITTED    TO    THE    UNION. 

June    1 8,    WAR    DECLARED    AGAINST   ENGLAND. 

August  16,  HULL'S  SURRENDER  OF  DETROIT. 

August    19,   NAVAL     FIGHT     BETWEEN    THE    UNITED     STATES    VESSEL   CONSTITU 
TION    AND    THE    BRITISH    FRIGATE    GUERRIERE. 

1813.  March  4,  MADISON'S  SECOND  INAUGURATION. 

September    IO,   PERRY'S    VICTORY   ON    LAKE    ERIE. 

October  5,  BATTLE  OF  THE  THAMES. 

JACKSON'S  CAMPAIGN  AGAINST  THE  SOUTHERN  INDIANS. 

1814.  CAMPAIGN  ON  THE  NIAGARA  ;  BATTLES  OF  CHIPPEWA  AND  LUNDY'S  LANE. 

August    25,    CAPTURE    OF    WASHINGTON    BY   THE    BRITISH. 
September    u,   BATTLE   OF   PLATTSBURG. 
December   15,  HARTFORD  CONVENTION  MET. 
December  24,  TREATY  OF  PEACE  SIGNED  AT  GHENT. 

1815.  Jinuary    8,    BATTLE    OF   NEW    ORLEANS. 

1816.  THE    SECOND    UNITED    STATES    BANK    CHARTERED. 
INDIANA   ADMITTED    TO    THE    UNION. 

1817.  March    4,    MONROE    INAUGURATED    PRESIDENT. 

July    4,    CONSTRUCTION    OF    THE    ERIE    CANAL    BEGUN. 
MISSISSIPPI    ADMITTED    TO    THE    UNION. 

1818.  STEAM    NAVIGATION    BEGUN    ON    THE    GREAT    LAKES. 
ILLINOIS   ADMITTED    TO    THE    UNION. 

1819.  ALABAMA   ADMITTED    TO    THE    UNION. 

THE    STEAMSHIP     SAVANNAH      MADE    THE     FIRST     TRIP     ACROSS     THE     ATLANTIC 
FROM    SAVANNAH    TO    LIVERPOOL. 

1820.  MAINE    ADMITTED    TO    THE    UNION. 

THE    FOURTH    CENSUS,    SHOWING    A    POPULATION    OF    9,633,822. 

1821.  RATIFICATION    OF    TREATY    OF    1819,    CEDING    FLORIDA   TO    THE    UNITED    STATES. 
MISSOURI    COMPROMISE    ADOPTED    BY    CONGRESS. 

MISSOURI    ADMITTED    TO    THE    UNION. 

1825.  March  4,  JOHN  QUINCY  ADAMS  INAUGURATED  PRESIDENT. 

CORNER-STONE    OF    BUNKER   HILL    MONUMENT    LAID    IN    BOSTON    BY   LAFAYETTE. 
ERIE    CANAL    OPENED. 

1826.  FIRST    RAILROAD    BUILT    IN   THE    UNITED    STATES    (AT    QUINCY,   MASS.). 

1828.  FIRST  PASSENGER  RAILROAD  IN  THE  UNITED  STATES  BEGUN  (AT  BALTIMORE,  MD.), 

1829.  March    4,    JACKSON    INAUGURATED    PRESIDENT. 

1830.  THE    FIFTH    CENSUS,    SHOWING    A    POPULATION    OF    I2,866,O2O. 

1831.  GARRISON    ESTABLISHED    "  THE    LIBERATOR." 

1832.  NULLIFICATION   IN    SOUTH   CAROLINA. 

1833.  REMOVAL   OF   DEPOSITS   FROM   THE   UNITED    STATES    BANK. 
1835.    TEXAS   DECLARED   HER   INDEPENDENCE   OF   MEXICO. 


354  HISTORY  OF  THE  UNITED  STATES 

1836.  June    15,   ARKANSAS  ADMITTED   TO   THE   UNION. 

1837.  January    26,    MICHIGAN    ADMITTED    TO    THE    UNION. 
March    4,    VAN    BUREN    INAUGURATED    PRESIDENT. 

1840.  THE    FIRST   CUNARD    STEAMER    SAILS    FROM    LIVERPOOL   TO    NEW   YORK. 
THE    SIXTH    CENSUS,    SHOWING    A    POPULATION    OF    17,069,453. 

1841.  March  4,  HARRISON  INAUGURATED  PRESIDENT. 

1842.  THE    DORR   REBELLION    IN    RHODE    ISLAND. 
THE    ASHBURTON    TREATY   CONCLUDED. 

1844.  ELECTRIC   TELEGRAPH   LINE   ESTABLISHED    BETWEEN   BALTIMORE   AND   WASHING 

TON. 

1845.  TEXAS   ANNEXED    BY   JOINT    RESOLUTION. 
March   3,   FLORIDA   ADMITTED   TO   THE    UNION. 

March  4,  POLK  INAUGURATED  PRESIDENT. 
December  29,  TEXAS  ADMITTED  TO  THE  UNION. 

1846.  May  8,  BATTLE  OF  PALO  ALTO,  BEGINNING  OF  THE  MEXICAN  WAR. 

August   8,    DAVID    WILMOT    INTRODUCED   HIS    PROVISO   IN    CONGRESS. 

December  28,  IOWA  ADMITTED  TO  THE  UNION. 

1847.  February  22,  23,  BATTLE  OF  BUENA  VISTA. 
March  27,  SURRENDER  OF  VERA  CRUZ. 

September  14,  CITY  OF  MEXICO  OCCUPIED  BY  THE  AMERICAN  FORCES. 

1848.  February,  TREATY  OF  PEACE  WITH  MEXICO  CONCLUDED. 

GOLD    DISCOVERED    IN    CALIFORNIA. 

May    29,    WISCONSIN    ADMITTED    TO    THE    UNION. 

1849.  March  4,  TAYLOR  INAUGURATED  PRESIDENT. 

1850.  THE    CLAY   COMPROMISE    PASSED. 

THE    SEVENTH   CENSUS,    SHOWING    A    POPULATION    OF    23,191,876. 
September    9,    CALIFORNIA    ADMITTED    TO   THE    UNION. 

1853.  March  4,  PIERCE  INAUGURATED  PRESIDENT. 

1854.  May    30,    THE    KANSAS-NEBRASKA    BILL   PASSED. 

1857.  March  4,  BUCHANAN  INAUGURATED  PRESIDENT. 
March  6,  THE  DRED  SCOTT  DECISION. 

1858.  May    II,    MINNESOTA   ADMITTED    TO    THE    UNION. 

1859.  February  14,  OREGON  ADMITTED  TO  THE  UNION. 
October,  JOHN  BROWN'S  RAI;    ON  HARPER'S  FERRY. 

1860.  THE    EIGHTH    CENSUS,    SHOWING    A    POPULATION    OF    31,443,321. 

December  20,  SOUTH  CAROLINA  SECEDED. 

1861.  January,   MISSISSIPPI,    ALABAMA,    FLORIDA,    GEORGIA,    \ND    LOUISIANA    SECEDED. 

January  29,  KANSAS  ADMITTED  TO  THE  UNION. 

February,  TEXAS  SECEDED  ;   PROVISIONAL  CONFEDERATE  GOVERNMENT  ORGAN- 

IZED. 
March  4,  LINCOLN  INAUGURATED  PRESIDENT. 

April    12,    13,    BOMBARDMENT    OF    FORT    SUMTER. 
April    17,    VIRGINIA    SECEDED. 

Afril    19,    FIRST    BLOOD    SHED,   IN    BALTIMORE. 
May,   ARKANSAS   AND    NORTH    CAROLINA    SECEDED. 
July    21,    FIRST    BATTLE    OF    BULL    RUN. 

November  8,  MASON  AND  SLIDELL  TAKEN  FROM  THE  TRENT. 

1862.  February  16,  SURRENDER  OF  FORT  DONELSON. 

March  9,  FIGHT  BETWEEN  THE  MERRIMAC  AND  THE  MONITOR. 

April  6,    7,    BATTLE    OF   PITTSBURG    LANDING    (SHILOH). 

April   25,   CAPTURE    OF    NEW    ORLEANS    BY   FARRAGUT. 

June    25,   THE    SEVEN    DAYS'    BATTLES    BEFORE    RICHMOND    BEGUN. 

August  29,   30,   SECOND   BATTLES   OF   BULL   RUN. 


SECESSION  AND   THE  CIVIL  WAR  355 

1862.  September  17,  BATTLE  OF  ANTIETAM. 
December  13,  BATTLE  OF  FREDERICKSBURG. 

1863.  January    I,   EMANCIPATION   PROCLAMATION   ISSUED. 

May  2,  3,  BATTLE  OF  CHANCELLORSVILLE. 

June   20,   WEST   VIRGINIA  ADMITTED   TO   THE   UNION. 
July    1-3,    BATTLE    OF    GETTYSBURG. 
July   4,    SURRENDER   OF    VICKSBURG. 
July    8,    SURRENDER    OF    PORT    HUDSON. 

September  19,  20,  BATTLE  OF  CHICKAMAUGA. 
November  24,  25,  BATTLE  OF  CHATTANOOGA. 
May  4,  SHERMAN'S  ATLANTA  CAMPAIGN  BEGUN. 

1864.  May  5,  6,  GRANT'S  ADVANCE  ON  LEE,  BATTLE  OF  THE  WILDERNESS. 

June    14,   GRANT   CROSSES  THE   JAMES  ;    SIEGE   OF   PETERSBURG   BEGUN. 
June    19,   THE   ALABAMA    SUNK    BY   THE    KEARSARGE. 
August   5,    BATTLE    OF    MOBILE    BAY. 

September  2,  FALL  OF  ATLANTA. 

September  and  October,  SHERIDAN'S  CAMPAIGN  IN  THE  SHENANDOAH  VALLEY, 

October  19,  BATTLE  OF  CEDAR  CREEK. 

October  31,  NEVADA  ADMITTED  TO  THE  UNION. 

November  15,  SHERMAN'S  MARCH  TO  THE  SEA  BEGUN. 

December  15,  16,  BATTLE  OF  NASHVILLE. 

December  21,  SHERMAN  ENTERS  SAVANNAH. 

1865.  January    15,    FORT   FISHER   CAPTURED    BY   GENERAL    TERRY. 

March  4,  ABRAHAM  LINCOLN'S  SECOND  INAUGURATION. 

April   I,   BATTLE   OF   FIVE   FORKS. 

April   2,   RICHMOND   EVACUATED. 

April  9,   SURRENDER   OF   LEE'S  ARMY. 

April   14,    PRESIDENT    LINCOLN    ASSASSINATED. 

April   26,    SURRENDER   OF    JOHNSTON'S    ARMY. 

May    10,   CAPTURE   OF    JEFFERSON   DAVIS. 

May   23,    24,   REVIEW   OF   THE  ARMY  AT   WASHINGTON. 


IReconetruction  anfc  tbe  1Rcw  TUnion 

CHAPTER   XIX 

RECONSTRUCTION   DAYS    (1865-1871) 

REFERENCES:  Scribner's  Popular  History  of  the  United  States,  V.;  An- 
drews's  United  States,  Ii.;  Andrews's  Last  Quarter  Century,  I.;  Burgess's 
Civil  War  and  Reconstruction;  Wilson's  Division  and  Reunion;  Richardson's 
History  of  Our  Country. 

OUTSIDE  READINGS:  Wilson's  A  History  of  the  American  People;  Gold- 
win  Smith's  United  States;  Alexander  H.  Stephens's  War  between  the 
States;  Jefferson  Davis's  Rise  and  Fall  of  the  Confederate  Government; 
Blaine's  Twenty  Years  in  Congress  ;  McPherson's  Political  History  of  Recon 
struction  ;  McCulloch's  Men  and  Measures  of  Half  a  Century. 

361.  Condition  of  the  South  when  Johnson  became 
President. — If  all  the  wisdom  and  tact  of  Lincoln  had  been 
required  during  the  war,  much  more  were  they  needed  in 
the  trying  days  of  reconstruction.  The  public  debt  was 
enormous,  and  the  whole  country  was  suffering  from  the 
strain  of  war.  Fortunes  had  been  lost,  family  circles  broken, 
and  thousands  of  brave  fathers,  husbands,  and  brothers 
slain  in  battle.  Conditions  were  hardest  in  the  South,  where 
wasted  plantations  and  ruined  homes  bore  evidence  of  the 
terrible  havoc  of  war.  Bodies  of  Union  cavalry  were  scour 
ing  the  country  in  search  of  Confederate  leaders  who,  when 
captured,  were  sent  to  forts  arid  imprisoned  until  the  nation 
should  decide  their  fate. 

"What  shall  be  done  with  the  leading  Confederates?" 
"How  shall  the  millions  of  Southern  negroes  be  cared  for?" 
Perplexing  "  In  what  way  shall  the  seceded  States  be 

questions.  treated?"  These  were  a  few  of  the  perplex 

ing  questions  of  those  trying  times.  It  was  hard  to  know 

356 


RECONSTRUCTION  DAYS 


357 


what  was  best  to  do — so  hard  that  men  soon  realized  that 
Lee's  surrender  presented  new  troubles  as  difficult  to  settle 
as  the  problems  that  brought  on  the  war  itself. 

362.  Andrew    Johnson.1 — Andrew    Johnson,    who    suc 
ceeded  Lincoln,  was  rash,  hot-tempered,  and  self-willed,  ut 
terly  without  the  delicate  tact  and  persuasive  power  that 
gave  Lincoln  such  a  remarkable  influence  over  men.     In 
politics  he  was  a  strict  constructionist, 

but  was  devoted  to  the  Union.  At  the 
beginning  of  the  war  he  was  the  only 
senator  from  the  secession  States  who 
refused  to  resign  his  office.  At  this 
time  he  was  an  ardent  believer  in  the 
doctrine  of  State  rights,  but  he  had  no 
sympathy  with  the  secession  move 
ment.  This  was  accounted  for  by  the 
fact  that  he  was  brought  up  among 
the  "  poor  whites"  and  was  therefore 
prejudiced  alike  against  the  rich  men 
of  the  South  and  the  negroes.  We 
need  not  be  surprised,  then,  to  find 
him  ready  to  put  to  death  Jefferson 
Davis  and  other  distinguished  Confederates,  and  to  show 
no  special  concern  about  the  protection  of  the  freedmen. 

363.  President  Johnson's    Plan    of  Restoring   the    Se 
ceded  States. — By  the  middle  of  July,  1865,  President  John 
son  took  steps  to  restore  the  eleven  Confederate  States  to 
their  places  in  the  Union.     Congress  would  not  meet  until 


ANDREW   JOHNSON. 


1  Andrew  Johnson,  the  seventeenth  President  of  the  United  States  (1865-1! 
was  born  in  Raleigh,  North  Carolina,  in  1808,  and  died  in  1875.  His  parents  be 
longed  to  the  class  of  people  known  as  the  "  poor  whites,"  and  therefore  his  early 
advantages  were  extremely  limited ;  but  he  was  fearless,  honest,  energetic,  and 
ambitious.  He  taught  himself  to  read  while  apprenticed  to  a  tailor,- and  after  his 
marriage  his  wife  taught  him  to  write  and  cipher.  While  a  young  man  he  re 
moved  to  Tennessee  with  his  mother  and  sister,  who  were  dependent  upon  him. 
There  he  gained  the  confidence  of  the  people,  and  occupied  one  public  office  after 
another  until  his  election  to  the  Senate  of  the  United  States.  He  was  governor  of 
Tennessee  when  he  was  elected  Vice-President,  and  after  Lincoln's  assassination 
he  became  President. 


358  HISTORY  OF  THE   UNITED  STATES 

December,  and  up  to  that  time  he  could  carry  out  his  own 
ideas  in  regard  to  the  South.  He  appointed  provisional 
governors,  who  were  to  call  upon  the  white  voters  in  their 
respective  States  to  elect  delegates  to  State  conventions. 
These  conventions  were  to  pass  three  votes:  (i)  To  declare 
the  Ordinances  of  Secession  to  be  null  and  void  ;  (2)  to  repu 
diate  the  Confederate  war-debt;  (3)  and  to  ratify  the  Thir 
teenth  Amendment,  which  forever  abolished  slavery  in  the 
United  States.1  The  votes  having  been  passed  by  all  the 
seceded  States,  the  President  recognized  the  State  govern 
ments2  and  declared  them  ready  to  be  represented  in  Con 
gress  (December,  1865). 

364.  The  Freedmen  and  Southern  Legislation. — It  was 
believed  in  the  South  that  the  freedmen,  having  so  long 
been  accustomed  as  slaves  to  the  direction  of  masters  and 
overseers,  would  not  work  unless  compelled  by  law,  and 
that  the  safety  of  the  South  was  threatened  by  the  pres 
ence    of    several    million    ignorant    and    shiftless    beings. 
Southern  Legislatures,  therefore,  began  to  enact  laws  whose 
results  would  have  been  to  reduce  the  negroes  to  a  condi 
tion  little  short  of  actual  slavery.     These  laws  aroused  in 
dignation  in  the  North  and  had  great  influence  in  shaping 
the  work  of  reconstruction. 

365.  The  Congressional  Plan  of  Reconstruction  in  the 
Seceded  States  (1867). — When  Congress  met  in  December, 
1865,  the  Republicans  refused  to  admit  the  representatives 
and    senators    from    the    seceded    States    until   something 
President  John-      should  be  done  to  protect  the  freedmen  in 

E£SX£t  their  civil  rishts-.  This  action  made  Presi- 

gress.  dent  Johnson  furious  against  Congress.     He 

declared  that  it  had  no  more  right  to  keep  a  State  out  of 
the  Union  than  the  States  had  to  secede  from  the  Union. 
His  bitterness  increased  until  it  led  him  to  lose  all  sense 
of  dignity  and  propriety  as  he  gave  expression  to  his  violent 

1  This  amendment  did  for  the  whole  United  States  what  the  Emancipation  Proc 
lamation  did  for  the  seceded  States. 

8  Johnson's  plan  of  restoring  the  seceded  States  was  similar  to  that  outlined  by 
Lincoln  in  his  "  Presidential  Theory  "  of  reconstruction. 


RECONSTRUCTION  DAYS  359 

feelings.  In  a  short  time  he  turned  his  party  in  Congress 
against  him.  As  they  numbered  two-thirds  of  both  the 
Senate  and  the  House  they  could  enact  any  laws  they 
pleased,  in  spite  of  the  President's  veto.  Johnson  soon  ac 
cused  them  of  keeping  out  the  Southern  representation  for 
this  specific  purpose.  But  the  more  he  accused,  the  more 
solid  became  the  ranks  of  the  Republicans  opposed  to  him. 
By  1867  Congress  had  worked  out  a  simple  and  thorough 
plan  of  reconstruction  which  it  boldly  proceeded  to  execute. 
By  this  plan,  (i)  the  Confederate  leaders  were  TWO  essential 
excluded  from  voting  or  holding  office  until 
pardoned  by  Congress,  and  (2)  the  freedmen  plan. 
were  given  the  ballot.  In  other  words,  those  who  a  few 
years  before  had  been  slaves  were  given  large  influence  in 
public  affairs,  while  many  of  their  former  masters  were  left 
without  any  political  power  whatever.  No  seceded  State 
could  be  represented  in  Congress  until  it  should  submit  to 
these  two  conditions.  To  indicate  its  submission  each  State 
was  to  ratify  the  Fourteenth  Amendment.1 

366.  The    Work    of   Reconstruction    Complete. — It  is 
needless  to  say  that  the  Southern  people  indignantly  op 
posed  these  laws.     They  thought  Congress  unjust  to  deny 
the  right  of  suffrage  to  the  most  intelligent  and  influential 
whites,  and  at  the  same  time  to  give  it  to  the  ignorant 
blacks.     But  in  June,  1868,  seven2  of  the  States  had  submit 
ted,  and  their  representatives  were  admitted  again  to  Con 
gress.     By  January  30,  1871,  the  work  of  reconstruction  had 
been  completed,  and  all  the  States  were  again  represented 
in  Congress. 

367.  Bitter   Struggle   Between  President  Johnson  and 
Congress  (1867-1868). — The  President,  as  we  have  seen,  had 

1  This  made  the  freedman  a  citizen,  declared  that  the  Confederate  leaders  should 
not  fill  any  public  office  until  pardoned  by  Congress,  and  that  while  the  debt  of  the 
Union  should  be  paid,  the  debt  of  the  Confederacy  should  not  be  paid.  Tennessee 
was  the  first  of  the  Confederate  States  to  accept  the  Thirteenth  and  Fourteenth 
Amendments,  and  Congress  voted,  July  24,  1 866,  that  she  was  entitled  to  repre 
sentation. 

*  These  States  were  Tennessee,  North  Carolina,  South  Carolina,  Florida,  Ala 
bama,  Louisiana,  and  Arkansas. 


360  HISTORY  OF  THE  UNITED   STATES 

not  agreed  with  Congress  about  the  plan  of  reconstruction. 
The  quarrel  between  them  grew  more  bitter.  Congress 
continued  to  pass  measures  over  his  veto,  and  he  con 
tinued  fiercely  to  attack  that  body  in  his  speeches.  This 
most  unfortunate  and  undignified  contest  was  brought  to 
The  Tenure  of  a  climax  by  the  Tenure  ol  Office  Act.  Up  to 

Office  Act.  that     time     jt     had     been    held    that>    while    the 

President  could  appoint  no  high  officials  without  the  Senate's 
approval,  he  could  remove  them  at  his  pleasure.  But  in 
March,  1867,  Congress  passed  the  Tenure  of  Office  Act,  pn> 
viding  that  the  President  should  not,  without  the  consent 
of  the  Senate,  remove  any  office-holder  whose  appointment 
required  the  consent  of  the  Senate.  In  August,  during  the 
Congressional  recess,  Johnson  removed  from  his  Cabinet  Mr. 
Stanton,  Secretary  of  War,  and  appointed  General  Grant  to 
fill  the  position.  When  the  Senate  again  met,  it  refused  to 
sanction  Stanton's  removal,  and  General  Grant  withdrew. 

368.  Congress     Impeaches      President     Johnson. — The 
President,  believing    that  the  Tenure    of    Office    Act    was 
unconstitutional,  refused  to   obey    it,    and    again  removed 
Secretary  Stanton,  putting  General  Thomas  in  his  place. 
The  House  then  impeached  the  President ;  that  is,  it  accused 
him  of  failing  to  do  his  duty  as  the  executive  head  of  the 
nation.     He    was    tried    before    the    Senate,    Chief-Justice 
Chase  presiding.     As  in  all  cases  of  impeachment,  the  Sen 
ate  acted  as  a  high  court,  a  two-thirds  vote  being  necessary 
to  secure  conviction.     More  than  two-thirds  of  the  Senators 
were  Republicans,  but  seven  of  them  voted  for  acquittal, 
making  the  vote  stand  thirty-five  for  conviction  and  nine 
teen   for   acquittal.     The    President    had    won  by  a  single 
vote. 

369.  Negro    Suffrage    and    Carpet-bag   Rule  (1868-1871). 
—Before  the  work   of  reconstruction  was   completed,  the 

The  negro  a  freed-  Fif^eenth  Amendment  had  become  a  part  of 
man,  a  citizen,  the  Constitution.  The  Thirteenth  Amend- 

andavoter.  ment   ^g^  ma(je    the    neg.ro   a    freedman>   the 

Fourteenth  Amendment  (1868)  made  him  a  citizen,  and  the 
Fifteenth  Amendment  (1870)  made  him  a  voter.  With  the 


RECONSTRUCTION  DAYS  361 

right  of  suffrage  in  his  grasp,  his  friends  hoped  that  he 
might  protect  himself  against  oppression.  But  he  was  too 
ignorant  to  become  a  voter  or  lawmaker.  As  a  slave  he 
had  not  only  been  kept  in  ignorance,  but,  by  his  master's 
care  for  his  wants,  had  been  deprived  of  all  sense  of  respon 
sibility.  One  could  hardly  expect  that  all  at  once  he  would 
become  an  intelligent  voter. 

The  whites  tried  by  bribes  and  other  means  to  keep  the 
negroes  away  from  the  polls.  When  mild  means  failed,  vio 
lence  was  used.  As  a  natural  result  there  was  great  disor 
der.  The  negroes  were  joined  by  a  small  number  of  white 
men,  some  of  whom  were  adventurers  from  the  North, 
called  "carpet-baggers"  because  they  were  Great disorder) 
said  to  have  brought  all  their  possessions  in  heavy  taxes,  and 
their  carpet-bags,  and  others  were  Southern  badlaws- 
men,  called  "scalawags"  and  despised  as  traitors  by  the 
South.  Doubtless  many  of  these  white  men  were  honest  in 
their  convictions,  but  some  of  them  used  the  blacks  as 
tools  for  their  own  political  advancement.  The  Legislatures 
made  bad  laws  and  levied  heavy  taxes  upon  property  owned 
mostly  by  the  whites,  who  could  not  vote.  Vast  sums  of 
money  were  wasted  or  stolen,  and  State  debts  were  enor 
mously  increased. 

370.  The  Ku-Klux  Klan  (1868-1871).— Naturally,  men 
of  property  and  intelligence  resented  these  unjust  prac 
tices  and  determined  to  put  a  stop  to  them.  At  first  the 
whites  used  peaceable  means,  and  soon  got  control  in  some 
of  the  States.  But  in  others,  especially  where  the  blacks 
were  in  a  majority,  the  whites  were  not  so  successful.  In 
those  States  attempts  were  made  to  terrify  the  freedmen. 
Much  of  this  terrorizing  was  done  under  the  name  of  a 
secret  society  called  the  Ku-Klux  Klan,  which  existed 
throughout  the  South. 

It  was'  at  first  a  sort  of  police  organized  by  the  young 
men  of  Tennessee  as  a  pleasurable  means  of  keeping  the 
negroes  under  control  by  working  upon  their  superstitions. 
Its  members  wore  hideous  masks  and  disguises,  and  did 
much  of  their  work  at  night.  As  disorder  increased, 


362  HISTORY   OF  THE   UNITED   STATES 

"dens,"  or  Ku-Klux  societies,  multiplied,  especially  in  those 
States  where  the  blacks  were  in  a  majority.  Usually  the 
Brutal  method5  knowledge  that  a  "  den  "  was  organized  in 
of  the  KU-KIUX  the  vicinity  was  enough  to  terrify  the  negroes 
into  submission.  When  that  was  not  sufficient 
the  Ku-Klux  Klan,  or  men  who  pretended  to  belong  to  the 
society,  began  to  whip,  maim,  and  even  murder  the  freedmen 
and  their  white  Republican  friends.  Finally,  law-abiding 


"Dam  Your  SouL  The  Horrible  Sepulchre  and  Bloody  Moon  has  at  last  arrive* 
some  live  to-day  to-morrow  "Die.-'  We  the  undersigned  understand  through  ou» 
brand  (,1/dops  that  you  have  recommended  a  big  Black  Nigger  for  Male  agent  on 
Our  nu  rode;  wel,  sir,  Jest  you  understand  in  time  if  he  gets  on  the  rode  yon  can 
make  up  your  mind  to  pull  roape.  If  you  have  any  thing  to  say  in'  regard  to  tho 
Cfct  IstT?!  CjCl0p8  aud  Coaclave  at  D«°  No-  4  •*  IS  O'clock  midnight, 

'•When,  you  are  in  Calera  we  warn  you  to  hold  your  tounge  and  not  speak  to  much 

sas    c-fiarflSS  -•-  bl  *  "- 


"PHILLIP  ISENBAUM, 

"  Grand  Cyehifti 
"JOHN  BANKSTOWN 
"ESAU   DAVES. 
"MARCUS  THOMAS. 
"BLOODY   BONES. 
Othen  of  the  Klan." 


A  KU-KLUX  "WARNING"  IN  MISSISSIPPI. 

citizens  of  both  parties,  aided  by  the  National  Government, 
united  to  put  down  the  disorder,  and  by  the  close  of  1871 
had  succeeded. 

371.  Unsatisfactory  Results  of  Reconstruction.  —  The 
reconstructed  governments,  which  were  in  the  hands  of  the 
negroes,  assisted  by  their  white  friends,  appealed  to  Presi 
dent  Grant1  for  national  troops  to  help  them  secure  order. 

1  Ulysses  S.  Grant,  eighteenth  President  of  the  United  States  (1869-1877),  was 
born  at  Point  Pleasant,  Ohio,  in  1822,  and  died  at  Mount  McGregor,  near  Saratoga, 
New  York,  in  1885.  He  was  the  oldest  of  six  children,  and  in  his  boyhood  helped 
his  father  in  the  work  of  the  farm.  The  name  given  him  by  his  parents  was  Hiram 
Ulysses.  On  receiving  his  cadetship  at  West  Point,  however,  he  found  that  his 
name  had  been  inserted  in  the  official  appointment  as  Ulysses  S.  Although  Cadet 
Grant  informed  the  authorities  at  West  Point  of  the  mistake,  they  did  not  rectify  it. 


RECONSTRUCTION   DAYS  363 

These  were  sent,  but  before  1877  the  whites  had  gained 
control  in  all  but  three  States,  South  Carolina,  Florida, 
and  Louisiana.  The  presence  of  bayonets  in  President  Grant 
aid  of  the  reconstructed  governments  had  %*%J^£ 
greatly  irritated  the  Southern  whites,  who  had  cure  order, 
thus  been  prevented  from  getting  complete  political  control. 
The  North  did  not  clearly  understand  the  situation,  and 
the  South  found  it  hard  to  yield  to  the  changed  conditions. 
There  was  a  great  effort  made  on  each  side  to  do  the  best 
thing  under  the  circumstances,  but  the  obstacles  were  un 
usually  great. 

TO  THE  PUPIL 

1.  What  perplexing  questions  called  for  answers  at  the   close  of  the 

war?  It  was  a  trying  time  for  the  new  President.  Can  you  tell 
what  his  peculiar  political  views  were  ? 

2.  What  steps  did  he  take  to  restore  the  seceded  States  ?    What  three 

votes  were  the  State  conventions  required  to  pass  before  the  se 
ceded  States  could  be  restored  to  their  places  in  the  Union  ?  Re 
member  that  these  things  were  done  between  the  time  when  John 
son  became  President  (April  15,  1865)  and  the  meeting  of  Congress 
in  December  of  the  same  year. 

3.  Before  the  meeting,  however,  what  laws  were  passed  by  Southern 

Legislatures,  and  with  what  effect  ?  Why,  then,  did  Congress  refuse 
to  admit  representatives  and  senators  from  the  seceded  States  ? 

4.  What  were  the  [two  essential  features  of  the  Congressional  plan  of 

reconstruction  ? 

5.  You  will  observe  the  increasing  bitterness  of  the  disagreement  be 

tween  Johnson  and  Congress.  What  was  the  Tenure  of  Office  Act  ? 
Why  did  Congress  impeach  the  President  ?  Which  do  you  think 
had  the  right  attitude  toward  the  Tenure  of  Office  Act,  the  Presi-* 
dent  or  Congress  ?  Give  reasons  for  your  answer. 

6.  What  effect  did  the  Thirteenth,   Fourteenth,  and  Fifteenth  Amend 

ments  have  upon  the  political  condition  of  the  negro  ?  What  kind 
of  voter  and  law-maker  did  he  make  ?  What  was  the  Ku-Klux 
Klan? 

7.  Note  the  dates,  1865-1871,  of  this  reconstruction  period  and  bear  in 

mind  the  fact  that  Andrew  Johnson  was   President  nearly  four  of 

His  name  ever  after  remained  Ulysses  S.  He  was  inaugurated  as  President  March 
4,  1869.  At  the  close  of  his  first  term  he  was  re-elected.  After  retiring  from 
public  life  he  made  a  tour  of  the  globe,  and  received  distinguished  attention  wher 
ever  he  went. 


364  HISTORY   OF  THE   UNITED   STATES 

these  years.  His  administration  was,  in  some  ways,  as  critical  as 
that  of  President  Lincoln  during  the  Civil  War,  1861-1865.  These 
two  groups  of  dates  are  important  enough  for  you  to  know  them 
accurately. 

8.  Read  the  pages  of  McCulloch's  Men  and  Measures  of  Half  a  Century 
that  refer  to  the  difficult  problem  of  reconstruction. 


CHAPTER  XX 

THE   NEW   SOUTH    (18/7-          ) 

REFERENCES :  Scribner's  Popular  History  of  the  United  States,  V. ;  An- 
drews's  United  States,  II.;  Andrews'  Last  Quarter  Century,  I.;  Wilson's 
Division  and  Reunion ;  Richardson's  History  of  Our  Country. 

OUTSIDE  READINGS:  Wilson's  A  History  of  the  American  People,  V. ; 
Qrady's  New  South;  Appleton's  Annual  Cyclopaedia;  Cyclopaedic  Review  of 
Current  History;  various  magazine  articles;  the  World  and  the  Tribune  almanacs, 
each  issued  annually. 

372.  President  Hayes  Withdraws  the  Troops  from  the 
South  (1877). — When  Hayes1  became  President  many  of  the 
problems  of  reconstruction  remained  still  unsolved.  He 
nevertheless  withdrew  the  Federal  troops  from  the  South, 
leaving  the  Southern  people  to  settle  their  difficulties  alone. 
This  was  a  wise  measure,  for,  as  long  as  Federal  bayonets 
were  employed  in  the  South,  Southern  men  were  kept  in 
a  state  of  irritation  against  the  Federal  government.  The 
Republican  governments  in  the  South  had  been  supported 
by  Federal  troops,  but  as  soon  as  they  were  withdrawn  the 
Democrats  got  control.  The  South  was  now  "  solid  ";  that 
is,  the  solid  white2  vote  was  in  control  and  was  Demo 
cratic. 

1  Rutherford  B.  Hayes,  nineteenth  President  of  the  United  States  (1877-1881), 
was  born  in  Delaware,   Ohio,  in   1822,   and  died  in  Fremont,  Ohio,  1893.      After 
graduating  from  Kenyon  College  he  studied  law  at  Harvard  University.     Entering 
the  Union  army  during  the  Civil  War,  his  gallantry  and  meritorious  service  led  to 
his  promotion  to  the  rank  of  brigadier-general.     In  1865  he  resigned  his  commission 
because  he  had  been  elected  to  represent  his  district  in  Congress.     Three  times  he 
was  elected  governor  of  Ohio.      His  popularity  in  that  great  State  had  a  large  influ 
ence  in  securing  his  nomination  by  the  Republicans  for  the  Presidency. 

2  Only  a  small  fraction  of  the  whites  joined  the  negroes  in  voting  the  Republican 
ticket. 

365 


366 


HISTORY   OF  THE   UNITED    STATES 


373.  Eads  and  the  Mississippi  Jetties  (1879). — Hayes's 
administration  was  fortunate  enough  to  accomplish  a  great 
engineering  achievement  of  vast  importance  to  the  South. 
The  Mississippi  River  brings  down  large  quantities  of  mud 
which,  in  its  natural  course,  it  deposits  when  its  current 
The  mud  bars  at  becomes  slower  on  reaching  the  Gulf  of  Mex- 
the  mouth  of  the  ico.  These  deposits  fill  up  the  channel  at  the 
mouth  of  the  river,  thereby  preventing  the 
passage  of  heavy  ships.  Formerly  these  mud  bars  were  a 
great  hindrance  to  the  shipping  industry  of  this  great  sea 
port  of  the  Southwest,  and  many  rnill- 
ions  were  expended  both  by  the  United 
States  Government  and  Louisiana  for 
the  removal  of  the  bars  and  the  deep 
ening  of  the  channel ;  but  the  work  was 
not  successful. 

In  1874  Captain  James  B.  Eads,  an 
engineer  who  had  built  the  magnificent 
steel  bridge  spanning  the  Mississippi 
River  at  St.  Louis,  proposed  a  different 
plan.  He  had  noticed  that  where  the 
river  was  narrow  and  the  current  swift 
the  channel  was  also  deep.  He  be 
lieved,  therefore,  that  by  narrowing  the 
river  at  the  mouth  a  deeper,  swifter 
current  could  be  secured,  which  by  its  natural  force  would 
Captain  Eads  make  and  keep  the  channel  free  from  ob- 
proposesthe  structing  deposits.  Hence  he  proposed  the 
•<  jetty  system."  « jetty  system,"  which  had  been  in  use  in 
Europe  for  more  than  a  century. 

Captain  Eads  met  with  great  opposition,  but  Congress 
finally  allowed  him  (1875)  to  make  a  trial  of  his  plan  on  one 
success  of  the  of  the  smaller  mouths.  In  the  contract  time, 
PIan-  four  years,  he  succeeded  in  all  he  had  planned  to 

do,  and  made  the  channel  deep  enough  to  float  the  heavi 
est  steamships  as  far  up  the  river  as  New  Orleans.  This  was 
a  gigantic  undertaking,  but  its  success  has  brought  great 
increase  of  wealth  both  to  New  Orleans  and  the  country  at 
large. 


RUTHERFORD    B.    HAYES. 


THE  NEW   SOUTH 


367 


Cotton. 


374.  The  New  South.— As  the  South  became  politically 
peaceful  her  industries  took  a  new  start.  We  have  al 
ready  noted  that  before  the  war  the  Southern  people  be 
lieved  that  slavery  was  necessary  for  the  cultivation  of 
their  staples,  especially  cotton.  Statistics  since 
the  war  show  us  how  greatly  they  erred  in 
this  belief.  The  largest  cotton  crop  under  slavery  was 
about  four  and  a  half  million  bales  (1860);  in  1900  it  was 
more  than  ten  million  bales.  The  South  furnishes  about 
five-sevenths  of  the 
world's  supply  of 
cotton.  The  United 
States  exported  dur 
ing  the  fiscal  year 
ending  June  30,  1903, 
raw  cotton  valued  at 
more  than  $316,000,- 
ooo,  and  supplied  our 
own  mills  with  near 
ly  two -sevenths  as 
much.  We  must  re 
in  ember,  too,  that 
this  is  in  spite  of  the 
fact  that  much  labor 
has  been  turned  in 
other  directions. 

The  South  is  no 
longer  exclusively 
devoted  to  agriculture.  There  is  scarcely  an  industry  com 
mon  to  other  parts  of  the  country  which  has  not  been  taken 
up  there.  Before  the  war  there  were  very  few 
railroads,  the  great  network  of  rivers  forming 
natural  highways  for  trade,  except  in  mountainous  regions. 
But  since  the  war  railroads  have  spread  in  every  direction, 
and  hundreds  of  mills  and  factories  have  sprung  up. 

It  is  not  too  much  to  say  that  the  South  promises  to  be 
come  unsurpassed  in  the  production  of  manufactured  goods. 
It  has  been  predicted  that  the  mountainous  area  including 


EADS   BRIDGE    OVER    THE  MISSISSIPPI  AT  ST.   LOUIS. 
Copyright,  1503,  by  Underwood  &*  Underwood,  New  York. 


Railroads. 


368  HISTORY  OF  THE   UNITED   STATES 

southern  Tennessee,  northern  Alabama,  and  northern  Geor 
gia,  may  in  time  take  the  lead  of  the  world  in  the  produc 
tion  of  iron  and  steel.     It  is  of  great  ad  van- 
Manufacturing.  .  ....  .        . 

tage  to  the  factories  in  this  region  that  their 

raw  materials,  cotton,  iron,  coal,  and  lumber,  are  close  to 
the  manufacturing  centres. 

The  mountains  of  Tennessee,  Alabama,  and  Georgia 
Natural  mineral  furnish  rich  mineral  products,  including  the 
resources.  finest  marble  in  the  country  and  extensive 

coal-fields.     It  is  estimated  that  at  the  present  rate  of  con- 


A  COTTON  PRESS  YARD,  NEW  ORLEANS. 

sumption  these  coal-fields  could  supply  the  world  for  one 
hundred  and  fifty  years. 

Since  1880  the  development  of  the  new  South  has  been 
almost  as  remarkable  as  that  of  the  West.  Northern  capi- 
Prosperity  in  tal  has  flowed  in;  the  energies  of  Southern 
the  south.  men,  held  in  check  under  the  system  of  sla 

very,  have  been  directed  to  new  industries;  and  the  better 
class  of  negroes,  forced  to  depend  upon  themselves,  have 
worked  harder  and  to  better  advantage.  The  South  is  no 
longer  sectional.  Her  industries  are  varied ;  her  interests 
and  feelings  are  national.  Nowhere  does  loyalty  to  the 
Union  find  more  sincere  expression  than  in  the  South. 

375.  The  New  Orleans  Cotton  Centennial  (1884).— The 
improved  state  of  the  South,  under  the  new  conditions,  was 


THE   NEW  SOUTH 


369 


particularly  evidenced  in  1884  by  a  great  exhibition.  In 
that  year  a  Cotton  Centennial  was  held  at  New  Orleans,  to 
commemorate  the  first  shipment  of  cotton  from  the  United 
States.  In  1784  eight  bags  were  shipped  from  Charleston, 
South  Carolina;  in  1884  nearly  four  million  bales  were  ex 
ported  from  our  country.  Two  millions  of  these  were  sent 
from  New  Orleans,  which  had  become  the  most  important 
cotton  port  in  the  world. 

This  Centennial  Exposition  was  a  striking  revelation  of 
the  vast  changes  that  had  been  taking  place  in  New  Orleans 


A    SUGAR    PLANTATION. 


since  the  close  of  the  war.  In  1860  it  was  mainly  a  commer 
cial  city.  Twenty-four  years  later  it  had  not  only  become 
a  great  railroad  centre,  but  had  an  immense  New  Orleans 
capital  invested  in  various  kinds  of  manufac-  in  |884- 
turing  and  an  export  trade  ranking  second  only  to  that  of 
New  York  city.  Its  trade  with  foreign  countries  has  been 
vastly  increased  by  the  construction  of  the  Mississippi 
jetties. 

376.  The  Atlanta  Exposition  (1895). — Another  evidence 
of  the  changes  wrought  in  the  industries  of  the  South  was 
the  Cotton  States  and  International  Exposition,  held  at 
Atlanta,  Georgia,  in  the  autumn  of  1895.  To  make  a  suc 
cessful  exhibit  so  soon  after  the  World's  Columbian  Expo 
sition  (1893)  was  a  daring  enterprise,  but  in  beauty,  extent, 


37° 


HISTORY   OF   THE   UNITED    STATES 


STATE    BUILDINGS,    ATLANTA,    GA. 


and  significance,  the  result  fully  justified  the  attempt.  The 
Exposition  at  Atlanta  was  a  great  object-lesson  to  the  coun 
try  at  large  of  the  wonderful  natural  resources  of  the  South, 
the  variety  of  its  manufactured  products,  the  skill  of  its 
workmanship,  and  the  surprising  advance  made  by  the 
negroes. 

377.  The  Freedmen  and  Education  (1865-  ).— We 
hear  much  said  about  the  race  problem  in  the  South,  but 
education  is  slowly  finding  a  way  out  of  the  difficulty. 
Since  the  war  the  South  has  spent  about  $125,000,000  upon 
negro  education,  the  Southern  whites  having  cheerfully 
taxed  themselves  to  give  the  blacks  a  start  in  life.  The 
North,  also,  has  contributed  generously  for  the  same  pur 
pose.  The  fund  of  $3,500,000  given  by  George  Peabody 
for  education  in  the  South,  and  $1,000,000  given  by  John  F. 
Slater  for  educating  the  freedmen  in  the  South,  aided  by 
the  immense  work  done  by  various  religious  denominations 
of  the  North,  are  causing  rapid  changes  in  the  social  and 
political  conditions  of  that  region. 

Then,  too,  such  institutions  as  Hampton  School  (Hamp 
ton,  Virginia),  Fiske  University  (Nashville),  and  Tuskegee 


THE  NEW  SOUTH  371 

Normal  and  Industrial  Institute  (Tuskegee,  Alabama)  are 
giving  young  colored  men  and  women  the  training  best 
suited  to  make  them  leaders  among  their  ,ndustriai  prog= 
people  in  all  parts  of  the  South.  In  1865  ressoithe 
the  freedmen  had  no  property  ;  the  colored 
people  in  the  whole  country  now  have  over  $500,000,000 
worth.  This  fact  shows  that  the  former  slaves  have  made 
marvellous  progress  industrially.  And  the  industrial  train 
ing  that  the  normal  schools  for  the  colored  people  are  now 
giving  will  still  better  prepare  the  freedmen  to  make  intel 
ligent  use  of  their  opportunities. 

TO   THE   PUPIL 

1.  Note  the  dates  of  the  period  you  are  now  beginning  to  study,  1877- 

1904.  Grant  was  President  in  1869-1877.  Can  you  give  in  order  the 
Presidents  and  the  dates  of  their  administrations,  up  to  the  time  of 
Hayes's  administration  ?  Do  not  fail  to  learn  them. 

2.  Why  did  President   Hayes   withdraw   the    Federal   troops   from   the 

South  ?  Do  you  think  his  action  was  wise  ?  Give  reasons  for  your 
answer.  What  is  meant  by  the  "  solid  South  "  ? 

3.  What  changes  have  been  wrought  in  New  Orleans  since  the  war  ? 

4.  In  studying  the  important  paragraph  headed  The  New  South,  note 

the  sub-topics — cotton,  railroads,  manufacturing,  natural  mineral  re 
sources.  By  a  careful  study  of  these  sub-topics  you  will  see  clearly 
how  different  is  the  New  South  without  slavery  from  the  Old  South 
with  slavery.  What  has  been  done  for  the  education  of  the  freedmen, 
and  with  what  results  ? 


CHAPTER  XXI 


THE  NEW  WEST  (1865- 

REFERENCES:  Scribner's  Popular  History  of  the  United  States,  V.;  An- 
drews's  United  States,  II.;  Andrews's  Last  Quarter  Century,  Land  II.;  Wil 
son's  Division  and  Reunion;  Richardson's  History  of  our  Country. 

OUTSIDE  READINGS:  Appleton's  Annual  Cyclopaedia;  Cyclopaedic  Review 
of  Current  History;  various  magazine  articles;  the  World  and  the  Tribune  alma 
nacs,  each  issued  annually. 

378.  Population  and  Immigration. — A  reference  to  the 
table  of  population  for  the  United  States,1  according-  to  the 
census  taken  every  ten  years,  from  1790  to  1900,  will  show 
that  the  increase  has  been  exceedingly  rapid.  In  1890  the 
population  was  62,622,000.  In  1900  it  was  75,568,686,  mak 
ing  the  rate  of  increase  since  1890  more  than  one  and  one- 
quarter  millions  a  year. 

A  comparison  of  the  table  of  population  with  the  table 
of  immigration  will  show  that  since  1860  a  large  part  ol 
the  increase  has  been  due  to  immigration.  From  1820  to 


1790 3,929,214 

1800 5,308,483 

1810 7,239,881 

1 820 ...... 9,633, 822 

1830 „. 12,866,020 

1840 I7>°69>453 


POPULATION,    1790-1900 

1850 23,191,876 

1860 31,443,321 

I87o 38,558,371 

1880 50,155,783 

1890 62,622,250 

1900 75,568,686 


IMMIGRATION,    1820-1896 


1820-1840 .  .,..         750,949 

1841-1850 „,.„,...    1,713,251 

1851-1860 ,.    2,598,214 

1861-1870 2,466,752 

I87I-I880 2,944,695 

10,473,861 


1881-1890   ....    5,238,728 

1891-1900  ....    3,687,564         8,926,292 

Total,  1820-1900 19,400,153 


372 


THE  NEW  WEST  373 

1900  more  than  19,000,000  foreign  immigrants  came  to  the 
United  States.  In  the  decade  preceding  the  last  census 
(1891-1900)  the  number  reached  over  three  immigration 
and  a  half  millions,  and  during  the  years  1881-  since  1880. 
1900  immigrants  swarmed  into  the  United  States  at  an  aver 
age  rate  of  nearly  400,000  a  year;  that  is, considerably  more 
than  two-fifths  of  all  the  foreign  immigration  since  1820 
came  into  this  country  during  the  last  two  census  decades. 

It  is  estimated  that  the  better  classes  of  immigrants 
brought  with  them  an  average  of  at  least  $80  apiece,  mak 
ing  a  very  large  sum  in  the  aggregate.  If  we  add  to  this 
sum  their  power  to  produce  wealth  by  their  value  of  immi- 
work,  their  contribution  to  the  nation's  wealth  grants  to  the 
will  be  found  to  be  enormous.  Without  for-  United  states' 
eign  immigrants,  a  large  part  of  whom  were  skilled  labor 
ers  when  they  came  and  have  made  valuable  citizens,  it 
would  have  been  impossible  to  develop  the  resources  and 
increase  the  wealth  of  the  country  so  rapidly. 

But  within  the  past  ten  or  fifteen  years  the  general  char 
acter  of  the  immigrants  has  not  been  so  good  as  formerly, 
the  average  of  intelligence  and  morals  being  much  lower 
than  it  was  before  that  time.  The  worst  elements  among 
them,  including  paupers  and  criminals,  become  a  burden 
upon  society  and  seriously  tax  the  strength  of  our  republi 
can  institutions. 

379.  Influence  of  the  Public  Lands  on  our  National 
Growth. — The  foundation  for  our  extraordinary  national 
growth  and  increase  in  population  has  been  the  vast  area 
of  the  public  lands.  These  have  been  sold  for  very  small 
sums  in  order  to  get  them  into  the  hands  of  the  people, 
who  have  speedily  brought  them  under  cultivation. 

At  first  it  was  the  policy  of  the  government  to  sell 
these  lands  in  order  to  increase  the  public  revenue,  but  it 
was  afterward  thought  wiser  to  use  them  for  the  purpose 
of  developing  the  wealth  and  increasing  the  population  of 
the  country.  In  1841,  by  what  is  called  the  pre-emption1 

1  Pre-emption  gives  the  settler  the  first  right  of  purchase  as  against  the  investor 
or  speculator. 


374 


HISTORY  OF   THE   UNITED    STATES 


system,  Congress  began  to  sell  farms  on  the  public  lands 
The  preemption  at  the  low  price  of  $1.25  an  acre.  This  was 
system.  upon  condition  that  the  purchaser  would  oc 

cupy  and  cultivate  the  land. 

Easy  as  these  terms  were,  more  liberal  ones  were  de 
sired.  The  growing  sentiment  in  the  West  was  that  the 
The  Homestead  land  belonged  to  the  people  and  that  the 
United  States  should  grant  free  homes  on  the 
public  domain.  Finally,  after  much  debate,  Congress  passed 
in  1862  the  Homestead  Bill,  which  is  still  in  operation. 


BENNETT   AVENUE,    CRIPPLE    CREEK,    COLORADO. 


This  enables  settlers  to  secure  farms  of  one  hundred  and 
sixty  acres  free  of  payment,  except  a  small  fee  for  legal  ex 
penses,  on  condition  of  settlement.  This  method  has  proved 
very  successful  in  establishing  homes  and  communities, 


thus  increasing 


the 


value  of  the  lands  and  the  strength  of 


the  nation. 

380.  Westward  Expansion. — American  history  has  been 
largely  the  history  of  westward  movement  from  the  Atlan 
tic  to  the  Pacific.  At  the  close  of  the  Revolution  (1783)  the 
area  of  settlement  was  confined,  for  the  most  part,  between 
the  Alleghanies  and  the  Atlantic.  By  1825  it  had  reached 


THE   NEW   WEST 


375 


A   CRIPPLE    CREEK    MINE. 

the  Mississippi,  by  1850  the  Missouri,1  and  by  1890  the  Pa 
cific  coast.2  We  thus  see  that  the  westward  movement 
was  at  first  slow,  requiring  about  one  hundred  and  fifty 
years  to  reach  the  Alleghanies. 

But  after  1825  it  was  wonderfully  rapid.  This  marvel 
lous  expansion  was  in  a  large  measure  due  to  the  opening  of 
the  prairies,  which  were  easily  brought  under  The  opening  of 
cultivation  because  they  were  almost  free  from  the  prairies, 
trees.  In  the  forest-covered  regions  farther  east,  from  forty 
to  fifty  days'  labor  was  required  to  clear  an  acre  of  land  for 
tillage,  but  only  three  or  four  days  per  acre  were  required 
in  the  prairie  region.  Moreover,  the  soil  was  rich  and  fer 
tile  and  needed  little  cultivation. 

These  great  waves  of  migration  had  two  important  re 
sults:  (i)  They  made  labor  scarce,  and  therefore  wages 
high,  in  the  East ;  (2)  they  led  to  an  enormous  Results  of  west- 
increase  in  food  products,  and  therefore  low-  ward  migration, 
ered  the  cost  of  food.  Both  of  these  conditions  were  of  im 
mense  advantage  to  the  workingmen,  and  they  help  us  to 
realize  how  much  the  general  welfare  of  the  people  has 

1  The  gold-mining  region  of  California  is  not  here  taken  into  account. 

2  In   1889  North  Dakota,  South  Dakota,  Montana,  and  Washington  were  ad 
mitted  to  the  Union,  in  1890  Idaho  and  Wyoming,  and  in  1896  Utah,  making  the 
number  of  States  in  the  Union  forty-five. 


376 


HISTORY   OF   THE   UNITED    STATES 


been  increased   by   the   settlement  and   cultivation  of  the 
western  part  of  the  country. 

381.  The  Mormons. — Among-  the  many  settlers  of  the 
West  was  a  religious  people  who  wished  to  enjoy  their 
forms  of  worship  and  social  customs  without  hindrance. 
In  1839  tne  main  body  of  these  people,  under  the  leader 
ship  of  Joseph  Smith,  a  native  of  Vermont,  settled  at  Com 
merce,  Illinois,  and  built  up  the  city  of 

Joseph  Smith.  .  .  J 

Nauvoo.  Smith  claimed  to  receive  revela 
tions  from  God,  and  to  have  discovered  the  Book  of 
Mormon,  which,  according  to  his  teaching,  is  a  religious 
record  of  prehistoric  America,  containing  the  pure  Gospel 


A    REAPER. 


of  Christ  •  He  was  the  founder  of  the  Church  of  the  Latter- 
day  Saints,  otherwise  known  as  Mormons.  They  prospered 
at  Nauvoo,  but  had  trouble  with  some  of  the  other  people 
of  Illinois,  and  their  leader  fell  a  victim  to  mob  violence. 
Owing  to  these  troubles  with  their  neighbors,  the  Mormons 
went  into  the  wilderness  to  find  a  place  where  they  could  live 
in  peace  and  safety  and  in  accordance  with  their  own  beliefs. 

Under  their  new  prophet,  Brigham  Young,  they  soon 
after  emigrated  to  the  desert  region  of  Salt  Lake  valley. 
Thrift  of  the  Mor-  There  the  Mormons  prospered.  With  com 
mons  in  Utah.  mendable  industry  and  thrift  they  transformed 
the  desert,  by  irrigation,  into  fertile  land,  and  soon  built  Salt 
Lake  City.  Much  credit  is  due  to  them  for  the  rich  culti 
vation  under  which  they  brought  the  surrounding  land.1 

382.  The  Pacific  Coast  and  Chinese  Immigration.— 
A  less  desirable  increase  of  population  came  from  the  far 

1  The  Mormons  acted  together  in  State  politics  also. 


THE  NEW   WEST 


377 


East,  at  first  in  comparatively  small  numbers,  but  at  length 
in  such  large  bodies  as  to  cause  a  general  demand  for  re 
pressive  measures.  These  people  were  the  Chinese.  In 
1888  the  Chinese  Exclusion  Act  was  passed  to  prevent 
the  further  immigration  into  the  United  States  of  Chinese 
laborers.  Although  at  that  time  not  more  than  100,000  Chi 
nese  were  in  the  United  States,  75,000  of  whom  were  ir, 


A  THRESHER. 


California,  the  American  people,  especially  those  on  the 
Pacific  coast,  were  bitterly  opposed  to  any  further  Chinese 
immigration.  For  this  opposition  there  were  Three  reasons  for 
several  reasons,  (i)  The  Chinese  brought  no  SJfiStali. 
families  with  them,  because  they  did  not  intend  ^ration. 
to  remain  and  become  citizens  ;  they  showed  little  interest 
in  American  affairs  and  almost  no  inclination  to  adopt  our 
customs.  (2)  As  they  lived  more  meanly  than  the  whites, 
eating  little  but  rice,  they  could  work  for  lower  wages,  and 
in  this  way  they  greatly  injured  our  laboring  men.  (3)  It 
was  feared  that  in  time  they  might  come  over  in  such  vast 
hordes  as  seriously  to  endanger  our  institutions. 

383.  The  Pacific  Railroads  Furnish  the  Short  North 
west  Passage  to  China,  Japan,  and  the  Indies. — It  is 
well  to  remember  that  the  westward  growth  of  population 
has  depended  much  on  easy,  cheap,  and  rapid  transporta 
tion,  in  which  the  railroad  has  played  a  most  important  part. 


HISTORY  OF  THE  UNITED   STATES 

The  first  trans-continental  railroad,  the  Union  and  Central 
Pacific,  was  completed  in  1869.  It  extended  from  Omaha, 
Nebraska,  to  San  Francisco,  California.  Work  had  been 
progressing  upon  this  road  for  six  years,  one  party  working 
east  from  San  Francisco,  the  other  west  from  Omaha. 
The  parties  met  at  Ogden,  Utah.  Since  that  time  four 
other  Pacific  railroads  have  been  built,  so  that  there  are 
The  five  Pacific  now  five  great  trunk  lines  connecting  the  At- 

Westeardn8sentdtle.        lantic    with    the    Pacific    COast.      The     value    of 

ment.  these  Pacific  railroads  to  the  United  States 

can  hardly  be  estimated,  for  they  have  brought  into  service 
immense  areas  of  land  otherwise  of  trifling  value.  Without 
these  roads  and  their  network  of  branches  running  in  all 
directions  through  the  agricultural  and  mining  regions  of 
the  West,  the  rapid  settlements  made  in  the  last  fifty  years 
would  have  been  impossible. 

At  the  close  of  the  Revolution,  Frederick  of  Prussia  de 
clared  that  no  single  republic  could  be  held  together  in  a 
territory  so  vast  as  that  stretching  from  Maine  to  Georgia. 
He  believed  it  would  break  into  sections  or  give  place  to  a 
monarchy.  A  like  argument  was  made  by  a  United  States 
senator  when  the  Oregon  country  came  under  discussion  in 
1843.  This  senator  urged  that  such  a  far-off  land  could 
never  become  an  integral  part  of  the  United  States :  that 
it  would  require  ten  months  out  of  every  twelve  for  the 
representatives  in  Congress  from  a  State  so  remote  to  go 
The  railroad  and  to  and  from  Washington.  But  we  can  now  go 
he^ma^ntain  from  Oregon  to  Washington  in  less  time  than 
the  union.  John  Adams  could  go  from  Boston  to  Phil 

adelphia  in  the  days  of  the  Continental  Congress.  Steam 
and  electricity,  applied  to  the  transportation  of  men  and 
goods  and  the  transmission  of  thought,  enable  us  to  main 
tain  a  republic  over  an  area  of  vast  extent.  It  is  difficult 
to  see  how  the  North,  the  South,  the  East,  and  the  West, 
with  their  widely  differing  interests,  could  be  held  together 
in  one  great  Union  without  the  railroad  and  the  telegraph. 

But  the  effects  of  the  Pacific  railroads  on  international 
trade,  also,  have  been  striking.  Americans  in  the  nineteenth 


THE  NEW  WEST  379 

century  have  found  what  Europeans  so  eagerly  sought  in 
the  fifteenth,  sixteenth,  and  seventeenth  centuries — a  short 
northwest  passage  to  China,  Japan,  and  the  A  short  route  to 
East  Indies.  Formerly,  vessels  with  tea  from  china  and  Japan. 
China  and  spices  from  the  East  Indies  sailed  around  Cape 
Horn  and  reached  our  eastern  coast  after  a  five  or  six 
months'  voyage.  Now  cargoes  of  these  products  are 
brought  to  San  Francisco  and  reshipped  by  rail  to  New 


ARTESIAN   WELL   SYSTEM,    RIVERSIDE,    CAL.      AN   ORATOR   IN   FOREGROUND. 

York,  the  whole  distance  being  covered  in  five  or  six 
weeks.  The  Pacific  railroads  have  thus  not  only  shortened 
the  journey  between  Asia  and  the  United  States,  but  have 
reduced  the  cost  of  goods  by  diminishing  freight  charges. 

384.  The  Arid  Region  and  the  Problem  of  Irrigation. — 
With  the  extension  of  facilities  for  transportation  the 
rapidly  increasing  population  of  the  country  began  to  turn 
to  the  districts  that  yet  remained  unoccupied.  Under  the 
Homestead  Law  nearly  all  the  fertile  land  of  the  West, 
in  regions  of  sufficient  rainfall  for  agriculture,  has  been 
taken  up  by  settlers.1  But  there  is  a  great  district  which  is 
barren  until  it  is  improved  by  irrigation.  This  arid  and 

1  Areas  of  fertile  land  still  open  to  settlement  are  found  in  the  forest  regions  of 
northern  Wisconsin  and  Minnesota,  and  in  those  west  of  the  Cascade  Mountains  in 
Oregon  and  Washington. 


38o 


HISTORY  OF  THE  UNITED   STATES 


semi-arid  region  extends  from  the  icoth  meridian  west 
ward  to  a  belt  of  country  lying  within  about  two  hundred 
miles  from  the  Pacific  coast.  It  includes  the  whole  of 
Idaho,  Wyoming,  Nevada,  Utah,  Colorado,  Arizona,  and 
New  Mexico,  and  parts  of  Washington,  Oregon,  Califor 
nia,  Montana,  North  Dakota,  South  Dakota,  Nebraska,  Kan 
sas,  and  Texas.  This  vast  region  contains  at  least  1,000,000 
square  miles,  or  an  area  equal  to  more  than  two  hundred 


AN   IRRIGATED    ORANGE   GROVE,    RIVERSIDE,    CAL. 

States  like  Connecticut.  The  soil  is  of  great  depth,  and  is 
exceedingly  fertile  when  watered  by  irrigating  canals  and 
ditches.1  Professor  Shaler  estimates  that  the  area  of  this 
immense  arid  region  which  may  be  won  to  tillage  by  irri 
gation  is  probably  not'  more  than  ten  States  like  Con 
necticut. 

385.  Forest  Reservations. — Under  authority  from  Con 
gress  President  Harrison  withdrew  from  public  sale  18,- 
000,000  acres  of  forest-covered  public  lands.  The  move 
ment  in  the  direction  of  forest  preservation  is  exceedingly 

1  Irrigation  has  been  successfully  introduced  in  Utah,    Colorado,    California, 
Idaho,  and  Arizona. 


THE  NEW    WEST  3Sl 

important,  because  forests  hold  water  in  the  ground  and  let 
it  drain  off  gradually.  They  thus  influence  the  volume  of 
water  in  rivers,  and  therefore  greatly  aid  irrigation. 

TO  THE   PUPIL 

1.  Why  did  our  government,  from  the  first,  sell  the  public  lands  at  very 

low  prices  ?    What  was  the  Homestead  Bill  ? 

2.  Trace  on  your  map  the  advance  of  Western  settlement  and  note  the 

marvellous  expansion  due  to  the  opening  of  the  prairies. 

3.  What   objections  have   been    urged   against   Chinese   immigration  ? 

What  do  you  think  of  these  objections?  What  influence  has  the 
building  of  the  Pacific  railroads  had  upon  trade  with  China,  Japan, 
and  the  Indies  ?  Upon  Western  settlement  ?  In  this  connection  re 
view  the  pack-horse,  the  flat-boat,  the  steamboat,  the  national  road, 
and  the  Erie  Canal. 

4.  Trace  on  your  map  the  arid  region  and  show  what  connection  irriga 

tion  has  with  it.  How  many  States  like  your  own  could  be  included 
in  this  region  ? 


CHAPTER   XXII 

THE   NEW    UNION    (1865) 

REFERENCES:  Scribner's  Popular  History  of  the  United  States,  V.;  An- 
drews's  United  States,  II.;  Andrews's  Last  Quarter  Century,  I.  and  II.; 
Wilson's  Division  and  Reunion ;  Richardson's  History  of  Our  Country. 

OUTSIDE  READINGS:  Wilson's  A  History  of  the  American  People,  V.; 
Appleton's  Annual  Cyclopaedia;  Cyclopaedic  Review  of  Current  History; 
Field's  Story  of  the  Atlantic  Telegraph;  Elliott's  Our  Arctic  Province;  McCul- 
loch's  Men  and  Measures  of  Half  a  Century ;  Bourke's  On  the  Border  with 
Crook;  Walker's  Indian  Question;  Elaine's  Twenty  Years  in  Congress;  Stan= 
wood's  History  of  Presidential  Elections;  Woodburn's  Political  Parties  and 
Party  Problems  in  the  United  States ;  various  magazine  articles ;  the  World  and 
the  Tribune  almanacs,  each  issued  annually. 

386.  The  Atlantic  Cable  (1866). — We  have  considered 
in  some  detail  the  development  of  the  South  and  of  the 
West.  We  have  now  to  glance  rapidly  at  some  matters 
that  concern  the  nation  as  a  whole.  One  of  the  most  im 
portant  facts  in  the  history  of  the  country  since  the  close  of 
the  Civil  War  is  the  invention  that  has  made  possible  the 
instant  transmission  of  thought  to  the  most  distant  parts  of 
the  world.  In  1858,  after  several  unsuccessful  efforts,  the 
two  continents  were  connected  by  a  wire  cable  extending 
from  Newfoundland  to  Ireland.  Two  ships,  each  contain 
ing  a  section  of  the  cable,  met  in  mid-ocean,  and,  having 
The  wire  cable  of  spliced  the  sections,  returned,  the  one  toward 
1858  is  not  sue-  Newfoundland  and  the  other  toward  Ireland, 
cessfui.  laying  the  cable  as  they  went.  The  two  ships 

reached  land  on  the  same  day,  and  very  soon  afterward 
(August  16)  the  Queen  of  England  sent  to  the  President  of 
the  United  States  this  message :  "  Glory  to  God  in  the 
highest,  peace  on  earth,  and  good-will  to  men."  But  within 

382 


THE  NEW  UNION 


383 


A   MIDSHIP   VIEW   OF   THE   GREAT  EASTERN,    SHOWING   ONE    OF   THE    PADDLE 
WHEELS   AND   THE   LAUNCHING    GEAR. 

Redrawn  by  permission  from  a  copyrighted  picture  in  Gassier' s  Magazine. 

a  month  the  cable  failed  to  work,  and  not  until  1866  did 
ocean  cabling  become  permanently  successful. 

Since  that  time  communication  between  Europe  and 
America  has  not  been  interrupted,  and  now  ten  lines  cross 
the  Northern  Atlantic.  The  cable  has  largely  Results  of  the 
affected  commerce,  because  the  market  prices  Atlantic  cable, 
in  the  great  trade  centres  of  America  and  Europe  are  re 
ported  every  day,  and  large  business  transactions  can 
easily  be  made  in  a  few  hours  between  American  and 
European  business  houses.  It  has  also  brought  the  vari 
ous  parts  of  the  civilized  world  into  closer  and  more 
sympathetic  relations,  because  the  news  of  what  is  going 
on  is  so  readily  sent  across  the  ocean.  Our  daily  papers 
easily  report  Eurooean  events  a  few  hours  after  they  have 
occurred. 


HISTORY  OF  THE  UNITED  STATES 


387.  The  Purchase  of  Alaska  (1867). — In  1867  our  gov 
ernment  gave  to  Russia  $7,200,000  for  Alaska,  an  immense 
territory  equal  in  area  to  about  one  hundred  and  twenty 
States  like  Connecticut.  The  purchase  was  then  thought 
by  many  to  be  an  extravagant  waste  of  the  public  money, 

because  Alaska  ap 
peared  to  be  almost 
worthless.     But  the 
investment    has 
proved  to  be  a  good 
one,    the    seal-fur 
trade    alone     being 
worth    $2,500,000    a 
Alaska   fur- 
beautiful 
marble,    and 


SAMUEL   F.    B.    MORSE  S    ORIGINAL   MODEL    OF   THE 
TELEGRAPH    INSTRUMENT. 

From  the  model  in  the  Patent  Office,    Washington. 


year. 

nishes 

white 


has  mines  of  coal,  iron,  and  gold  of  great  value.  Along 
many  of  the  streams  are  found  rich  forests,  consisting 
Natural  re-  mainly  of  pine  and  cedar.  The  fisheries, 

sources  of  which  include  salmon  in  the  rivers  and  cod 

and  halibut  on  the  coast,  are  extensive.  Be 
sides  all  these  natural  resources  Alaska  has  a  coast  well 
supplied  with  good  harbors.  By  consulting  the  table 
below  it  will  be  seen  that  the  entire  area  of  the  United 
States,  exclusive  of  our  island  possessions,  is  now  about 
3,600,000  square  miles,  or  nearly  the  size  of  all  Europe.1 

388.  Grant's   Indian   Peace   Policy  (1869).— The  Indians 
had  always  been  more  or  less  troublesome  on  the  frontier, 
and  during  the  Civil  War  the  Sioux  had  committed  shock- 
Square  Miles. 

1  United  States,  in  1783 827,844 

Louisiana,  1803 1,171,931 

Florida,  1819 59.268 

Texas,  1845 37^,133 

Mexican  cession,  1848 545»  7^3 

Gadsden  purchase,  1853 45>535 

Alaska,  1867 577»39° 


Total 3,603,884 


THE  NEW  UNION 


385 


ing  outrages  in  Minnesota.    Half  of  the  expenses  of  our  War 
Department,  exclusive  of  those  incurred  by  the  Civil  War, 
had  been  occasioned  by  Indian  wars,  and  yet         Failure  of  the 
the  Indians  were  not  subdued.   The  war  policy         war  policy, 
had  failed,  and  therefore  President  Grant  wisely  adopted  a 
peace  policy.     He  had  observed  that  the  Cherokees1  had 
developed  by  themselves  a  good  degree  of  civilization,  and 
he  believed  that  by  kind 
treatment  and  education 
the    more     barbarous 
tribes  might  be  trained 
into    good    citizenship. 
He    therefore   entrusted 
the     management    of    a 
few  reservations   to   the 
Society  of  Friends,  with 
whom    the    Indians   had 
always  held  peaceful  re 
lations.    No  Indian  agent 
was  to  be  appointed  for 
these  reservations  with 
out  the  approval  of  both 
the    President    and    the 

Society.  The  system  gradually  extended  to  other  reser 
vations  and  to  other  religious  denominations,  with  some 
success. 

The  Indian  could  not  immediately  appreciate  this  new 
policy,  however,  and  within  a  few  years  the  Modocs  (1872) 
and  the  Sioux  (1876)  both  made  outbreaks.  There  is  no 
doubt  that  the  Indian  had  grievances.  He  Grievances  of 
could  not  understand  why  the  Great  Father  the  Indians, 
in  Washington  should  allow  the  white  man  to  invade  his 
reservations,  as  the  white  man  did  when  he  saw  in  them 
fertile  soil  and  unworked  gold  mines.  But  a  more  crying 
evil  was  the  dishonesty  of  Indian  contractors,  who  were 
making  money  by  cheating  both  the  government  and  the 

1  The  five  civilized  tribes  were  the  Cherokees,  Chickasaws,  Choctaws,  Creeks, 
and  Seminoles.     They  all  lived  on  reservations  in  the  Indian  Territory. 


R.  F.  T.  ALLEN'S  ORIGINAL  MODEL  OF  THE 
TYPEWRITER. 

From  a  model  in  the  Patent  Office,   Washington. 


386  HISTORY  OF  THE  UNITED   STATES 

Indians,  and  were  ready  to  oppose  any  plan  likely  to  inter 
fere  with  their  schemes. 

The  government  method  of  reservation  was  by  treaty 
with  the  various  tribes,  the  government  agreeing  to  give 
yearly,  for  land  yielded  by  the  Indians,  a  quantity  of 
The  Indian  reser-  food,  ammunition,  and  other  supplies.  The 
vation-  food-supplies  were  to  compensate  for  the  loss 

of  hunting-grounds,  because  hunting  was  the  Indian's  only 
means  of  support.  Ammunition  was  to  help  them  in  secur- 
ing  such  game  as  their  reservations  supplied.  The  govern 
ment  made  liberal  promises  for  the  comfort,  education,  and 
civilization  of  these  Indians. 

The  reservation  system  was,  however,  not  successful, 
because  under  it  the  Indians  were  placed  by  themselves, 

out  of  contact  with 

Why  the  reserva-  the  dvil- 
tion  system  failed.  12102"  111- 

fluence  of  the  whites. 
Moreover,  it  was  im 
possible  for  them  to 
develop  a  spirit  of 
manly  independence 

ALEXANDER    GRAHAM    BELL'S    ORIGINAL   MODEL          wh#»n        co       mii/-K        \»rnc 
OF   THE   TELEPHONE   RECEIVER   AND    TRANS-  W  IJ 

MITTER.  done   for   them.     The 

From  the  model  in  tJte  Patent  Office,   Washington.  reservation   plan    made 

the  Indian  a  pauper. 

The  "Dawes  Act,"  passed  in   1887,  provided  for  indi 
vidual  ownership  of  land  by  the  Indians.     In  the  course  of 
time  it  is  hoped  that  the  individual  Indian,  like 

The  Dawes  Act.  , 

the  white  man,  will  have  his  own  farm  and 
reap  the  fruits  of  his  own  toil.  Individual  ownership,  along 
with  industrial  training  and  general  education,  will  aid  in 
making  him  a  useful  citizen. 

389.  The  Financial  Panic  of  1873.— The  Indian  prob 
lem,  serious  as  it  was,  affected  a  comparatively  small  part  of 
the  population.  Far  different  was  the  trouble  that  attended 
the  financial  crash  of  the  year  1873.  This  panic  was  much 
like  the  panics  of  1837  and  1857.  It  was  preceded  by  a 


THE  NEW  UNION 


387 


period  of  general  prosperity,  and  was  brought  on  by  rash 
speculations  in  Western  railroads.     For  five  years  railroad 
building  had  been  going  on  to  such  an  extent    speculation  in 
that  the  railroad  mileage  in  the  United  States    rai^d-bu"dln* 

°  and  western 

had  increased  one-half.1     This  excessive  rail-    lands. 
road  building,  which  was  in  the  West,  increased  more  rap 
idly  than  it  could  receive  support  from   the   population. 
Fortunes   were    made   by 
some  and   lost  by  others 
in    buying    up    tracts    of 
lands  in  unsettled  regions 
and  increasing  the   value 
of  that  land  by  extending 
railroads    through    them. 
The  speculative  fever  be 
came    so    high    that    rail 
roads    were     built    much 
faster     than     they     were 
needed. 

As  in  1857,  the  failure 
of  a  single  great  banking- 
house  suddenly  brought 
this  panic  upon  the  coun 
try.  Financial  ruin  fell 
upon  business  firms  and  From  the  model  in  the  Patent  offictt  Washtngt0n. 
individuals,  and  want  and 

suffering  came  into  thousands  of  homes.     It  was  six  years 
before  the  country  fully  recovered. 

390.  Railroad  Strikes  (1877).— During  the  years  of  finan 
cial  distress  following  the  panic  of  1873,  the  earnings  of  the 
railroads  were  much  reduced.  In  1877  some  of  the  railroads 
in  the  Middle  and  Western  States  lowered  the  wages  of 
their  men.  Brakemen  and  other  trainmen  on  the  Baltimore 
&  Ohio  Railroad  and  on  the  Pennsylvania  Railroad  refused 

1  In  1861  only  651  miles  of  railroad  were  built ;  in  1871  7,779  miles  were  built. 
The  Northern  Pacific,  extending  from  Duluth  to  Puget  Sound,  was  the  most  impor 
tant  of  these  roads.  During  the  five  years  preceding  the  panic,  about  $1,700,000.- 
OOQ  were  spent  in  railroad  building. 


ELIAS    HOWE  S    ORIGINAL   MODEL   OF   THE 
SEWING   MACHINE. 


388 


HISTORY   OF  THE  UNITED   STATES 


OPENING    DAY    AT   THE    PHILADELPHIA    CENTENNIAL,    1876. 

to  work.  Then  men  on  other  roads  followed  their  example. 
Soon  there  were  bloody  riots  at  Baltimore  and  Pittsburgh 
and  large  mobs  in  Chicago,  St.  Louis,  and  other  cities.  In 
Pittsburg  a  mob  of  20,000  men  had  control  of  the  city  for 
two  days,  one  hundred  lives  being  lost.  The  State  mi 
litia  and  the  United  States  troops  united  to  stop  violence, 
but  it  continued  about  two  weeks.  During  that  time  100,000 
men  took  part  in  the  strike,  which  resulted  in  the  destruc 
tion  of  ten  million  dollars'  worth  of  property. 

391.  The  Centennial  Exhibition  (1876). — But  during 
these  years  of  financial  depression  and  industrial  discontent 
the  country  gave  striking  evidence  of  its  vast  resources  by 
holding  the  Centennial  Exhibition  of  1876  in  honor  of  the 
hundredth  anniversary  of  the  founding  of  the  nation.  The 
place  chosen  was  Philadelphia,  the  city  in  which  the  Dec 
laration  of  Independence  was  given  to  the  world.  This  ex 
hibition  taught  the  people  many  things.  It  showed  them 
the  wonderful  results  that  had  been  brought  about  by 


THE  NEW  UNION 


389 


What  the  Cen 
tennial  taught 
the  people. 


A  close  election. 


machinery  and  invention  in  all  countries.  It  quickened 
their  sympathies  and  turned  their  attention  toward  art. 
But  education,  especially,  received  such  an 
impetus  that  the  good  results  have  steadily 
increased.  The  Centennial  Exhibition  also  re 
vealed  to  America,  as  well  as  to  the  rest  of  the  world,  the 
richness  and  the  variety  of  our  natural  productions  and  the 
superiority  of  this  country  over  all  others  in  useful  inven 
tions.  Two  of  the  most  wonderful  of  these  were  the 
telephone1  and  the  application  of  elec 
tricity  to  lighting-  purposes. 

392.  The  Electoral  Commission  and 
the  Presidency  (1877). — In  the  Presi 
dential  election  of  1876  there  were  dis 
putes  about  the  election  returns  made 
in  South  Carolina,  Florida,  and  Louisi 
ana.2  Hayes,  the  Republican  candidate, 
needed  all  the  electoral 
votes  from  these  States  to 
secure  his  election,  while  Tilden,  the 
Democratic  candidate,  needed  only  one. 
Florida  and  Louisiana  had  given  Dem 
ocratic  majorities,  but  the  "  returning 
boards,"  who  received  the  election  returns  as  they  came  in 
from  various  parts  of  the  State,  were  Republican,  and  threw 
out  enough  votes,  on  the  charge  of  intimidation,  to  make  a 
Republican  majority.  The  people  were  much  disturbed, 
and  feared  there  might  be  serious  results. 

The  excitement  increased  as  the  time  drew  near  for  the 
new  President  to  be  inaugurated.  The  Senate  being  Repub 
lican  and  the  House  Democratic,  they  could  not  unite  upon 
any  plan  of  seating  either  of  the  rival  candidates.  Finally 
a  bill  passed  both  Houses  providing  that  a  "  Joint  High 
Commission  "  should  be  appointed,  whose  decision  should 

1  The  inventor  of  the  telephone,  which  came  at  once  into  practical  use,  was 
Alexander  Graham  Bell,  of  Massachusetts.     The  American  Bell  Telephone  Com 
pany  was  soon  incorporated,  and  lines  rapidly  multiplied. 
'   *  There  was  some  dispute  about  the  election  in  Oregon  also. 


SAMUEL   J.    TILDEN. 


39°  HISTORY   OF  THE   UNITED   STATES 

be  final.  The  commission  included  five  senators,  five  rep 
resentatives,  and  five  justices  of  the  Supreme  Court.  The 
The  "Joint  High  fifth  justice  was  appointed  by  the  other  four 
commission."  named  in  the  bill.  Before  the  fifth  justice 
was  appointed,  seven  of  the  commission  were  Republicans 
and  seven  were  Democrats.  It  was  expected  that  the  fifth 
justice  would  be  an  independent,  but  circumstances  caused 
a  Republican  to  be  selected,  thus  giving  the  Republicans  a 
majority  of  one  on  the  commission. 

On  March  2,  just  two  days  before 
the  time  set  by  the  Constitution  for 
Decision  in  favor     inauguration,  the  deci- 
\  ,  W  :^  y     "_  of  Hayes.  s{on  jn  favor  of  Hayes 

was  published.  Opinions  were  di 
vided  as  to  the  correctness  of  the 
returns,  but  whichever  candidate  was 
elected,  the  decision  of  the  uncer 
tain  question  was  final.  The  people 
throughout  the  land,  Democrats  and 
Republicans  alike,  had  shown  re- 

JAMES    A.    GARFIELD.  1,1 

markable    wisdom     and    self-control 
during  all  the  months  of  the  trying  situation.1 

393.  Resumption  of  Specie  Payment  (1879). — The  finan 
cial  disturbance  of  1873  and  subsequent  years  was  partly 
caused  by  the  instability  of  the  currency  and  the  undue  en 
couragement  thereby  given  to  speculation.  Nobody  knew 
exactly  how  much  a  dollar  was  worth  or  how  much  it 
was  likely  to  be  worth.  This  condition  was  unavoidable 
during  the  Civil  War,  but  it  was  intolerable  in  a  time  of 
peace.  During  the  Civil  War  so  much  money  was  needed 
to  carry  on  the  extensive  military  operations  that  the  gov 
ernment  and  the  banks  could  not  furnish  gold  and  silver 
enough  for  the  unusual  demands.  Congress,  therefore,  like 

1  To  provide  for  possible  contested  elections  in  the  future  the  Electoral  Count 
Bill  was  passed  in  1887.  This  measure  threw  the  responsibility  of  Presidential 
elections  upon  the  States,  and  provided  that  electoral  certificates  sent  to  the  national 
capital  by  the  various  States  should  be  opened  by  the  president  of  the  Senate  in  the 
presence  of  both  Houses,  and  that  four  tellers,  two  from  each  House,  should  read 
aloud  and  make  record  of  the  votes. 


THE  NEW  UNION 


39 


Qreenbacks  dur. 


the  Continental  Congress  of  the  Revolution,  issued  millions 
of  dollars  of  paper  currency,  which  the  people  used  instead 
of  gold  and  silver.  These  paper  notes  were 
called  greenbacks.  As  they  were  "legal 
tender"  —  that  is,  the  law  declared  that  they 
might  be  used  in  paying  debts  —  everybody  was  willing  to 
make  free  use  of  them.  Gold,  however,  remained  the  stand 
ard  of  value,  and  the  value  of  the  greenbacks  depended 


SUPREME   COURT   ROOM,    CAPITOL,    WASHINGTON,    D.   C. 

upon  the  defeats  and  victories  on  the  battle-field.  When  the 
Northern  armies  won  a  great  victory,  the  greenbacks  rose 
in  value ;  when  they  met  with  a  severe  defeat,  the  green 
backs  fell  in  value.  While  the  war  was  most  threatening 
they  were  worth,  in  gold,  little  more  than  one-third  of  their 
face  value,  because  the  prospect  of  Northern  success  was 
very  gloomy. 

After  the  war,  when  the  government  began  to  pay  the 
national  debt  rapidly,  people  began  to  have  more  and  more 


39* 


HISTORY  OF  THE   UNITED   STATES 


confidence  in  these  paper  promises  issued  by  Congress,  and 
the  greenbacks  steadily  rose  in  value.  In  1879  tne  Secre- 
Greenbacks  be-  tai"J  °^  tne  Treasury  announced  that  he  would 
come  as  good  as  give  gold  for  paper  currency  if  it  were  pre 
sented  at  the  Treasury.  This  action  of  the 
Secretary  of  the  Treasury  meant  the  resumption  of  specie 
payment  by  the  government,  and  from  that  time  on  a  paper 
dollar  was  worth  as  much  as  a  gold  dollar. 

394.  Assassination  of  President 
Garfield1  (1881) ;  Civil  Service  Re 
form  (1883-1886).— When  this  impor 
tant  question  of  the  currency  was  set 
tled,  the  new  administration  of  Gar- 
field,  who  was  elected  in  1880,  seemed 
to  be  opening  a  new  era  of  prosperity. 
But  only  a  few  months  after  his  inaug 
uration  the  country  was  shocked  by 
the  announcement  of  his  assassination 
(July  2,  1881).  The  assassin  being  a 
disappointed  office-seeker,  the  tragedy 
brought  forcibly  to  the  minds  of  the 
people  the  great  need  of  civil  service 
reform.  President  Jackson  had  intro 
duced  the  spoils  system  into  the  civil  service  in  order  to 
reward  his  political  friends.  Appointments  were  not  made 

1  James  A.  Garfield,  twentieth  President  of  the  United  States,  was  born  at 
Orange,  Ohio  in  1831,  and  died  September  19,  1881,  from  a  wound  inflicted  by 
a  disappointed  office-seeker.  In  early  childhood  Garfield's  path  was  beset  with 
difficulties.  He  was  but  two  years  of  age  when  his  father  died,  and  his  home,  in  a 
lonely  log-cabin  of  the  backwoods,  was  one  of  poverty  and  hardship.  But  the  boy 
cheerfully  helped  his  mother  in  supporting  the  family.  After  being  graduated  from 
Williams  College  he  was  for  a  time  a  college  professor,  and  afterward  studied  law. 
Owing  to  his  gallantry  and  daring  on  the  battle-field  in  the  Civil  War  he  was  pro 
moted  to  the  rank  of  major-general.  His  term  of  service  in  Congress  (1863— 
1880)  was  so  successful  that  he  was  elected  to  the  Senate  of  the  United  States  in 
1880.  Before  taking  his  seat,  however,  he  was  nominated  by  the  Republicans  for 
the  Presidency.  He  was  the  second  President  who  was  assassinated  and  the  fourth 
who  died  in  office. 

!  Chester  A.  Arthur,  twenty-first  President  of  the  United  States  (1881-1885),  was 
born  in  Fairneld,  Vermont,  in  1830,  and  died  in  1886.  After  being  graduated  from 


CHESTER   A.   ARTHUR. 


THE  NEW  UNION 


393 


by  reason  of  fitness  for  the  work,  but  were  distributed  as 
rewards  for  political  services. 

In  1883  an  act  was  passed  by  Congress  authorizing  the 
President  to  appoint  civil  service  examiners,  who  should 
test  by  fair  examinations,  without  regard  to       Reform  in  the 
party,    the    fitness    of    applicants   for  office.        civil  service. 
From  the  list  of  those  passing  the  civil  service  examinations 
appointments  and  promotions  were  to  be  made.    In  accord 
ance  with  this  act,  during  the  next 
twenty   years    about    110,000   office 
holders  were  put  under     Rapid  growth  oi 
civil  service  rules.     As     thereto™. 
a  result  all  Federal  officers  are  now 
under    civil    service    reform    rules, 
except  two  classes:    (i)  The  higher 
officers,  including  the  heads  of   de 
partments,    and    (2)    postmasters    in 
fourth  class  offices.1 

These  110,000  positions  are  now 
filled  by  those  who  have  successfully 
passed  the  civil  service  examinations 
without  any  reference  to  changes  in 
Presidential  administrations.  The 
spoils  system  in  the  Federal  civil  service  has  become  largely 
a  thing  of  the  past.  Experience,  training,  ability — in  a 

Union  College  he  studied  law  and  became  a  successful  lawyer.  In  1871  President 
Grant  appointed  him  Collector  of  the  Port  of  New  York.  Having  been  elected 
Vice-President  by  the  Republicans  in  1880,  he  succeeded  to  the  Presidency  on  the 
death  of  Garfield.  He  was  the  fourth  Vice-President  who  thus  became  the  execu 
tive  head  of  the  nation. 

1  Of  those  not  yet  classified,  over  72,000  are  postmasters  of  the  fourth  class. 
These  include  postmasters  receiving  salaries  of  $1,000  or  less  a  year. 

2  Grover  Cleveland,  twenty-second  and  twenty-fourth  President  of  the  United 
States  (1885-1889  and  1893-1897),  was  born  in  Caldwell,  New  Jersey,  in  1837.    In 
his  early  childhood  the  family  removed  to  New  York  State.      Later,  he  became  a 
lawyer  and  took  high  rank  in  his  profession.      After  filling  the  offices  of  assistant 
district  attorney  and  sheriff  of  the  county  he  was  elected  Mayor  of  Buffalo.     In 
this  position  he  so  fearlessly  used  his  veto  power  that  he  was  called  the  "  veto 
mayor." 

His  success  as  mayor  led  to  his  nomination  by  the  Democrats,  in  1882,  for  gov- 


GROVER    CLEVELAND. 


394 


HISTORY   OF   THE   UNITED   STATES 


word,  personal  fitness  to  perform  the  duties  of  the  office — • 
are  now  demanded  in  our  civil  service. 

395.  The  Brooklyn  Bridge  (1883).— In  the  same  year 
that  Congress  passed  the  act  for  civil  service  reform,  another 
great  work  affecting  the  public  good  was  accomplished. 
This  was  the  completion  of  the  Suspension  Bridge  spanning 
East  River  and  connecting  Brooklyn  with  New  York.  The 
bridge  was  sixteen  years  in  building,  and  co:t  $16,000,000. 

It  is  85  feet  wide,  and 
is  more  than  a  mile 
long,  its  centre  being 
supported  by  four 
main  cables  made  of 
steel  wire  nearly  16 
inches  in  diameter. 
There  are  five  passage 
ways — two  for  cable- 
cars,  two  for  drive 
ways,  and  a  middle 
one  for  foot-passen 
gers.  In  design  and 
construction  it  is  a 
most  stupendous  work 
of  engineering. 

396.  Presidential 
Succession  Act  (1886). 
— A  great  nation  like 
this  should  not  be  left  for  a  single  day  without  a  Pres 
ident.  Congress  had  already  passed  a  law  that  in  case  of 
the  death  or  disability  of  both  President  and  Vice-Presi- 
dent,  the  temporary  president  of  the  Senate  and,  following 
him,  the  Speaker  of  the  House,  should  become  President. 
But  in  case  either  of  the  last  named  should  be  of  the  oppo- 

ernor  of  the  State  of  New  York,  to  which  office  he  was  elected  by  an  overwhelming 
majority.  Owing  to  his  popularity  in  New  York  the  Democrats  nominated  him 
for  the  Presidency  in  1884.  James  G.  Elaine  was  nominated  by  the  Republicans. 
The  political  campaign  was  exciting  and  resulted  in  Cleveland's  election.  At  the 
close  of  his  first  term  he  was  defeated  by  Benjamin  Harrison,  but  in  1892  he  in 
turn  defeated  President  Harrison  and  became  President  for  a  second  term.* 


BROOKLYN   BRIDGE.      ONE    OF   THE    LARGEST 
SUSPENSION    BRIDGES    IN    THE   WORLD. 


Copyright, 


I^  by  Underwood  &*  Underwood, 
New  York. 


THE  NEW  UNION  395 

site  party,  their  succession  would  not  represent  the  choice 
of  the  people,  and  the  plan  was  therefore  not  considered 
satisfactory.  In  1886  an  act  was  passed  providing  that  in 
case  of  the  death  or  disability  of  both  the  President  and 
Vice-President,  members  of  the  Cabinet  should;  one  after 
another,  be  made  Acting  President  as  long  as  the  disability 
existed,  or  until  the  next  election  of  a  President  by  the  peo 
ple.  The  duty  would  fall  first  upon  the  Secretary  of  State, 
and  then  upon  the  other  members  of  the  Cabinet  in  the 
order  of  establishment  of  the  various  departments.1  Such 
members  as  might  in  any  way  be  disqualified  would  be 
passed  over.  There  is  scarcely  an  emergency  now  in  which 
the  country  could  be  left  without  a  President.2 

397.  Knights  of  Labor. — We  have  already  noted  (see 
par.  390)  the  great  railroad  strike  of  1877.  Within  ten 
years  there  were  many  similar  troubles  between  working- 
men  and  their  employers.  In  order  to  strengthen  them 
selves  for  a  struggle  with  employers  the  workingmen 
formed  large  organizations,  one  of  which,  the  Knights  of 
Labor,  contained  many  thousand  members  and  exerted  a 
large  influence  all  over  the  country.  The  members  of  the 
organization,  calling  themselves  union  men,  would  suddenly 
quit  work,  or  strike,  when  they  wished  to  force  their  em 
ployers  to  grant  them  higher  wages  or  shorter  hours.  The 
employers,  in  turn,  united  against  the  work-  Black  lists  and 
ingmen  by  making  out  "  black  lists,"  contain-  boycotting. 
ing  the  names  of  the  more  influential  union  men,  whom 
the  employers  would,  from  that  time  forward,  refuse  to  em 
ploy.  The  workingmen  sometimes  resorted  to  "boycot 
ting,"  which  was  refusing  to  have  any  business  relations 

JThe  order  in  which  the  various  Cabinet  positions  were  created  was:  (i)  Sec 
retary  of  State,  1789;  (2)  Secretary  of  the  Treasury,  1789;  (3)  Secretary  of  War, 
1789;  (4)  Attorney-General,  1789;  (5)  Postmaster-General,  1789;  (6)  Secretary 
of  the  Navy,  1798;  (7)  Secretary  of  the  Interior,  1849;  (8)  Secretary  of  Agri 
culture,  1889 ;  (9)  Secretary  of  Commerce  and  Labor,  1903. 

1  President  Garfield  died  in  September,  nearly  three  months  before  Congress  as 
sembled,  and  during  the  intervening  period  President  Arthur  was  critically  ill. 
Had  he  died  at  that  time  there  might  have  been  some  confusion  in  the  administra 
tion  of  the  government. 


HISTORY   OF   THE  UNITED   STATES 


with  the  man  they  wished  to  injure,  either  by  using  any 
goods  he  had  manufactured  or  by  handling  them  even  for 
transportation.  In  most  cases  both  parties  gained  little  by 
their  unfortunate  attempts  to  injure  each  other. 

398.  The    Statue   of  Liberty   (1886).— In    pleasing   con 
trast  with  these  serious  labor  troubles  was  an  international 

event  that  took  place  in  New 
York  City  in  1886.  This  was 
the  unveiling  of  the  enormous 
statue  of  "  Liberty  Enlight 
ening  the  World,"  which  was 
given  by  Frenchmen  to  the 
people  of  the  United  States 
as  an  expression  of  friendly 
feeling  toward  our  country. 
The  statue  cost  more  than 
$200,000  and  was  paid  for  by 
100,000  Frenchmen.  It  was 
placed  on  Bedloe's  Island — 
now  called  Liberty  Island — in 
New  York  Bay.  The  height 
of  the  statue  is  151  feet  and 
of  the  pedestal  155  feet. 

399.  Oklahoma  Opened  to 
Settlement  (1889).— The  rapid 
growth  of  population  west 
ward  began  at  last  to  press 
upon  the  Indian  reservation. 
That  part  of  Indian  Territory 
called  Oklahoma  was  a  large 
and  fertile  stretch  of  country 
especially  coveted  by  white 
settlers.  The  United  States  therefore  finally  purchased  it 
from  the  Indians  in  1889,  and  President  Harrison,  by  proc 
lamation,  declared  it  open  to  settlement.  By  nightfall  of 
the  day  of  occupation  (April  22,  1889)  several  thousand 
persons  had  staked  out  their  claims  in  Guthrie  and  had 
taken  steps  to  form  a  city  government.  Before  the  year 


THE   STATUE   OF   LIBERTY   IN   NEW 
YORK    HARBOR. 


THE  NEW  UNION  397 

came  to  a  close  the  territory  had  nearly  or  quite  60,000 
people,  8,000  of  whom  were  in  Guthrie  and     Rapid  growth  oi 
5,000  in  Oklahoma  City.     The  population  of     Oklahoma. 
Oklahoma  in   1900  was  398,331.     At  no  distant  day  it  will 
doubtless  seek  admission  into  the  Union  as  a  State. 

400.  Pension  Bill  (1890). — In   1890  Congress  passed   a 
Pension  Bill  which  was  very  liberal  to  the  soldiers  and  sail 
ors  injured  in  defending  the  Union  during  the  Civil  War. 
In  accordance  with  this  measure  the  government  paid  in 
pensions,  to  the  close  of  1903,  more  than  $137,000,000  a  year, 
on  an  average.  This  sum  will  be  diminished  gradually  as  our 
veterans  pass  away.     No  other  nation  has  ever  before  been 
so  liberal  to  its  soldiers  and  sailors,  nor  has  any  other  na 
tion,  with  the  possible  exception  of  Germany,  ever  had  in 
its  service  an  army  and  navy  ranking  so  high  in  intelligence 
and  fighting  ability.      Well  may  we  be  proud  of  American 
manhood  as  it  was  seen  on  the  battle-fields  of  this  war. 

401.  The    Pan-American    Congress  (1889-1890).— The 
attention  of   the  people  of   this   country  during   the    past 
generation  has  naturally  been  given,  for  the  most  part,  to 
questions  of  internal  polity  and  development.     But  ques 
tions  of  wider  import  have  now  and  then  been  brought 
to  the   front.     The  relations  of  this  country  to  the  coun 
tries  of  South  America  present  a  still  unsettled  problem. 
More  than  one  American  statesman  has  cherished  the  hope 
of  bringing  about  closer  relations  and  more  friendly  feel 
ings  between  the  United  States  and  the  leading  independent 
countries  of  North  and  South  America.     Hence  our  gov 
ernment   invited   these  countries   to  send  representatives 
to  a  congress  to  meet  at  Washington. 

The  invitation  was  accepted,  and  the  Pan-American 
Congress  was  held  in  the  autumn  of  1889.  Seventeen  coun 
tries  were  represented  by  sixty-six  members.  Questions 
concerning  closer  business  relations  and  bet-  what  the  Pan- 
ter  means  of  communication  between  the  American  con- 
various  countries  represented  in  the  Con-  sr^sdld- 
gress  were  discussed.  But  by  far  the  most  important  work 
of  the  Pan-American  Congress  was  its  recommendation 


398 


HISTORY   OF  THE  UNITED   STATES 


SENATE   CHAMBER,    WASHINGTON,    D.    C. 

that  the  republics  of  North,  Central,  and  South  America 
should  settle  by  arbitration  all  disputes  and  difficulties 
that  might  arise  among  them. 

402.  Trouble  with  Italy  (1890)  and  with  Chili  (1891).— 
The  desirability  of  a  system  of  arbitration  with  foreign 
Assassination  of  countries  was  made  suddenly  and  painfully 
the  New  Orleans  evident.  In  1890,  on  the  failure  of  the  jury  to 
ohce*  convict  some  Italians  on  trial  for  assassinating 
the  New  Orleans  Chief  of  Police,  a  party  of  lynchers,  in 
dignant  at  this  failure  of  justice,  broke  into  the  jail  and 
Three  Italian  put  to  death  eleven  Italian  prisoners.  As 
citizens  lynched,  three  of  these  men  were  Italian  citizens  there 
was  serious  trouble  with  Italy  over  the  lynching;  but 
through  our  able  Secretary  of  State,  James  G.  Elaine,  a 
satisfactory  settlement  was  reached  when  our  government 
agreed  to  pay  $25,000  to  the  families  of  the  murdered  men. 

Equally  unexpected  and  unwelcome  was  the  complica 
tion  with  Chili.  In  1891,  in  the  streets  of  Valparaiso,  a  mob 


THE   NEW  UNION 


399 


HALL   OF   THE    HOUSE    OF    REPRESENTATIVES,    WASHINGTON,    D.    C. 

attacked1  some  sailors  from  the  American  warship  Balti 
more ,  killing  two  of  them  and  wounding  eighteen  others. 
When  the  United  States  demanded  satisfaction,  Chili  dis 
avowed  the  act  and  agreed  to  pay  damages  to  our  govern 
ment. 

403.  Our  New  Navy  (1883-  ). — These  various  diffi 
culties  with  foreign  nations  showed  the  need  of  a  more 
powerful  navy.  During  the  twenty  years  succeeding  the 
Civil  War  nothing  was  done  to  build  up  or  Need  of  a  new 
maintain  our  navy.  The  ships  that  had  served  navy« 
during  the  war  had  either  been  disposed  of  or  had  gradu 
ally  become  useless  through  age.  Such  a  navy  could  af 
ford  but  small  protection  to  our  commerce  and  extensive 
sea-coast,  and  was  unworthy  of  a  great  nation  like  the 
United  States. 

1  A  revolution  having  broken  out  in  Chili,  our  Minister  there  took  sides  with 
the  Chilian  president.  Moreover,  a  Chilian  cruiser  had  been  seized  in  a  port  of 
California  because  she  was  thought  to  be  on  the  point  of  sailing  with  a  supply  of 
arms  for  the  revolutionists.  Hence  the  anger  of  the  Chilian  mob. 


400  HISTORY  OF  THE  UNITED   STATES 

Finally,  people  began  to  realize  its  worthlessness  and 
took  measures  to  improve  its  condition.  Accordingly,  in 
1883  Congress  authorized  the  building  of  four  steel  cruis- 
The  strength  of  ers.  This  was  a  beginning.  Since  that  time 
our  navy.  other  cruisers  of  great  strength  and  speed, 

and  battle-ships  of  immense  power,  have  been  brought  into 
use.  The  cruisers  are  for  the  protection  of  our  commerce 
and  the  destruction  of  the  enemy's  com 
merce  in  case  of  war. 

404.  The  Australian  Ballot  System 
Introduced  into  Most  of  the  States 
(1888-1892).— By  the  year  1888  public 
opinion  demanded  a  sweeping  reform 
in  the  methods  of  voting  at  State  and 
Demoralizing  national  elections.  Votes 
effect  of  buying  were  so  easily  bought  and 
sold  that  the  results  of 
the  election  in  some  cases  seemed  to 
depend  in  a  large  measure  upon  the 
JAMES  G.  ELAINE.  amount  of  money  spent  in  buying  votes. 
This  was  a  serious  menace  to  our  institu 
tions  and  was  highly  demoralizing.  The  feeling  of  the  peo 
ple  against  this  corruption  of  American  manhood  soon  ex 
pressed  itself  in  an  emphatic  way.  State  after  State  passed 
ballot-reform  laws,  the  purpose  of  which  was  to  lessen  vote- 
buying  and  to  give  voters  a  better  opportunity  to  cast  a 
secret  ballot.  These  laws  provided  for  a  method  of  voting 
called  the  Australian  ballot  system.  By  this  plan  every 
voter  could  shut  himself  in  a  stall  and  there  prepare  and 
fold  his  ballot,  so  that  no  one  could  know  how  he  voted  or 
interfere  in  any  way  with  his  choice.  By  1892  thirty-seven 
of  the  States,  with  the  aid  of  both  of  the  great  political 
parties,  had  passed  such  ballot-reform  laws. 

405.  The  Bering  Sea  Trouble  Settled  by  Arbitration 
(1886-1893). — This  movement,  important  as  it  was,  aroused 
no  great  attention  abroad.  But  an  international  question 
that  had  remained  long  unsettled  threatened  for  a  time  to 
embroil  us  with  Great  Britain.  After  the  purchase  of 


THE  NEW  UNION 


401 


THE    NEW    BATTLESHIP   MAINE. 

Alaska  (1867)  the  United  States  claimed  entire  control  of 
the  seal-fisheries  in  Bering  Sea.  England  insisted  that  the 
jurisdiction  of  our  government  could  not  extend  beyond 
three  miles  from  the  shore,  and  she  therefore  encouraged 
Canadian  sailors  in  seal-catching  outside  the  En  Iand  and  the 
three-mile  limit.  So  great  had  become  the  united  states 
destruction  of  seals  that  their  extermination  dlsa^ree- 
seemed  only  a  matter  of  a  few  years.  In  1886,  when  our 
cruisers  seized  Canadian  vessels  and  confiscated  all  their 
cargoes  of  seal-furs,  the  dispute  between  the  United  States 
and  England  became  serious. 

After  a  warm  diplomatic  correspondence  the  matter  was 
referred  to  a  tribunal  of  arbitration,  which  decided  (1893) 
that  the  United  States  had  no  right  to  con 
trol  the  seal-fisheries  beyond  the  three-mile 
limit.  But  in  making  careful  provision  for  the  protection 
of  the  seals,  the  decision  was  satisfactory  to  the  United 
States,  whose  main  purpose  was  to  prevent  the  destruction 
of  the  seals.  The  settlement  of  this  dispute  without  an  ap 
peal  to  arms  was,  like  the  settlement  of  the  Alabama  Claims 
(1871),  another  triumph  for  arbitration. 

406.  The  United  States  and  the  Hawaiian  Revolution 
(1893-1894). — In  1893  a  revolution  broke  out  in  Hawaii.1 
The  revolutionists  at  once  appointed  a  committee  of  safety 

'The  Hawaiian  Islands  were  annexed  to  the  United  States  in  1898. 


The  decision. 


402 


HISTORY  OF  THE   UNITED   STATES 


which  organized  a  provisional  government  and  sent  com- 
missioners  to  Washington  to  secure  a  treaty  of  annexation. 
The  treaty  was  arranged  and  sent  by  President  Harrison1 
to  the  Senate  for  confirmation.  But  before  the  Senate 
could  act  upon  it  President  Harrison's  term  of  office  had 
expired  (March  3).  Five  days  after  taking  his  seat,  Presi 
dent  Cleveland  withdrew  the  treaty  from  the  Senate  and 
sent  to  Hawaii  a  minister  who  recommended  that  the  queen 

be  restored  to  her  throne.  Con 
gress,  however,  refused  to  take  any 
action. 

407.  The  World's  Columbian 
Exposition  (1893).— Our  history 
opened  with  the  discovery  of  Amer 
ica  by  Columbus  in  1492.  Four 
hundred  years  later  the  great  Co 
lumbian  Exposition  in  Chicago  cel 
ebrated  that  event.  This  exhibition 
surpassed  all  previous  international 
exhibitions,  being  regarded  as  one 
of  the  marvels  of  the  world.  The 
location  on  the  lake  front  was  most 
fortunate,  and  the  buildings  were 
wonderful  in  their  grandeur  and  beauty.  The  dedication 
exercises  were  held  October  21,  1892,  and  the  fair  was  for 
mally  opened  in  May,  1893.  Foreigners  were  greatly  im 
pressed  by  the  evidence  of  the  growth  of  our  people  in 
higher  than  industrial  lines;  and  Americans  were  justly 
proud  of  the  intellectual  and  artistic  advance  of  their 
country. 

1  Benjamin  Harrison,  twenty-third  President  of  the  United  States  (1889-1893), 
was  born  in  North  Bend,  Ohio,  in  1833,  and  died  in  1901.  After  being  graduated 
from  Miami  University,  he  studied  law  in  Cincinnati,  removed  two  years  later  to 
Indianapolis,  and  soon  won  much  success  in  his  chosen  profession.  In  1862  he 
entered  the  Union  army  as  a  lieutenant,  and  a  little  later,  having  organized  a 
company  of  an  Indiana  regiment,  received  the  commission  of  colonel  of  the 
regiment.  He  remained  in  the  army  throughout  the  war  and  rose  to  the  rank  of 
brigadier-general.  He  became  a  United  States  Senator  in  1881  and  ably  repre 
sented  the  State  of  Indiana.  He  was  elected  President  in  1888. 


BENJAMIN    HARRISON. 


AT  THE  WORLD'S  FAIR. 
The  Administration  Building  on  Chicago  Day, 


THE  NEW  UNION  403 

408.  Financial  Panic  of  1893.— While  the  country  was 
still  celebrating  the  great  achievement  of  Columbus,  there 
came,  almost  without  warning  to  ordinary  observers,  one  of 
the  worst  financial  panics  the  United  States  has  ever  passed 
through.     It  was  called  the  panic  of  1893.     There  were  bus 
iness  failures  and  financial  distress  everywhere.     As  great 
manufacturing   establishments  could  not  sell  their  goods, 
many  of  them  shut  down  their  factories  altogether  or  ran 
them   on   shorter   hours.      Soon  there   were   hundreds   of 
thousands  of  workingmen  out  of  work,  with  suffering  and 
want  in  their  families.     President  Cleveland,  believing  that 
silver  legislation  was  one  of  the  principal  causes  of  the  panic, 
summoned  Congress  to  repeal  the  Sherman  Act,  which  it 
did  (November,  1893)  after  a  long  and  bitter  struggle. 

409.  Silver  Legislation  (1873-1893).— By  1873  the  silver 
dollar,  having  become  worth  more  than  the  gold  dollar,  had 
practically  passed  out  of  circulation.     Very  little  silver  had 
been  coined  in  the  United  States  since  1834,  and  for  more 
than  twenty  years  the  yield  from  newly  discovered  gold 
mines  had  been  so  abundant  that  it  was  gener-       silver  demone- 
ally  supposed,  both  here  and  abroad,  that  the       tizedim873. 
supply  of  gold  would  be  sufficient  to  provide  all  the  specie 
the  world  needed.     Congress  therefore  passed  a  coinage  act 
(1873)  which  demonetized  silver  by  declaring  that  it  should 
no  longer  be  a  legal  tender  for  debts. 

But  many  people  desired  to  have  more  gold  and  silver 
money  in  circulation.  Accordingly,  in  1878,  the  Bland 
Silver  Bill  was  passed,  which  not  only  made  silver  a  legal 
tender  for  debts,  but  also  directed  that  the  TheBiand 

mints  should  coin  not  less  than  two,  nor  more  Silver  Bin- 

than  four,  million  silver  dollars  a  month.  In  spite  of  this 
extensive  purchase  of  silver  by  the  government,  however, 
there  was  a  demand  for  a  still  larger  purchase. 

Congress,  therefore,  passed    the   Sherman  Act  (1890), 
which  modified  the  Bland  Bill  by  providing         The  Sherman 
that  the  Secretary  of  the  Treasury  should  pur-         Act- 
chase  not  less  than  $4,000,000  worth  of  silver  bullion  each 
month  and  pay  for  it  by  issuing  Treasury  notes  which  were 


404 


HISTORY  OF  THE  UNITED  STATES 


a  legal  tender  for  all  debts,  and  redeemable  in  gold  or  silver 
coin  at  the  discretion  of  the  Secretary  of  the  Treasury. 
The  purchase  of  silver  was  therefore  increased,  but  its 
coinage  was  no  longer  compulsory. 

410.  The  Tariff  Question. — During  the  Civil  War  du 
ties  on  foreign  goods  were  raised  repeatedly  for  increased 
revenue  to  meet  the  enormous  expenses  of  maintaining 
the  army  and  navy.  After  the  war  no  change  worthy 
of  mention  was  made  for  about  twenty-five  years.  Dur 
ing  Mr.  Cleveland's  first  administra 
tion  (1885-1889)  it  was  found  that  the 
$100,000,000  internal  revenue  on  to- 

?^n.«%      bacco  and  spirituous  liq- 
year.  uors,  and   the  duties  on 

foreign  goods,  piled  up  in  the  national 
treasury  $100,000,000  every  year,  after 
all  the  expenses  of  the  government 
were  paid.  President  Cleveland  there 
fore  recommended  such  a  reduction  in 
the  tariff  as  would  make  the  revenue 
and  the  expenses  more  nearly  equal. 
The  Mills  Bill,  representing  the  pol 
icy  of  the  President,  was  passed  in  the 
House  but  failed  in  the  Senate. 

In  the  election  of  a  President  and  a  Congress  in  1888 
the  tariff  was  the  main  issue  between  the  two  great  parties, 
the  Democrats  and  the  Republicans.  The  Democrats  de 
manded  a  tariff  for  revenue  only,  and  the  Republicans  a 
high  tariff  for  the  protection  of  American  manufactures. 
The  Republicans  were  successful  not  only  in  electing  the 
President,  Benjamin  Harrison,  but  in  getting  control  of  both 
TheMcKiniey  Houses  of  Congress.  The  outcome  was  the 
BUI.  passage  of  the  McKinley  Bill  in  the  interests 

of  a  high  tariff  to  protect  and  stimulate  American  manu 
factures. 

In  the  Presidential  election  of  1892  the  tariff  plank  was 
the  principal  difference  between  the  platforms  of  the  Re 
publicans  and  the  Democrats.  As  in  1888,  the  Repub- 


WILLIAM    MCKINLEY. 


THE  NEW  UNION  405 

lican  policy  was  a  high  protective  tariff,  while  the  Demo 
cratic  policy  was  a  tariff  for  revenue  only.     The  Democrats 
were  successful,  electing  the  President  and  an  overwhelm 
ing  majority  in  the  House  of  Representatives.     As  soon  as 
they  came  into  office  they  set  about  a  revision 
of  the  tariff  by  passing  the  Wilson  Bill,  which, 
in  its  final  form,  differed  from  the  McKinley  Bill  mainly  in 
the  degree  of  protection  it  called  for.1     In  other   words, 
the   Wilson    Bill   stood    for  a  moderately   low  protective 
tariff;  the  McKinley  Bill  for  a  high  protective  tariff. 

411.  The   Pullman  Boycott  and  the   Great  Railroad 
Strike  (1894). — The  financial  depression  of  1893  caused  such 
a  decrease  in  travel  that  there  was  little  demand  for  the 
sleeping-cars  furnished  to  numerous  railroads  by  the  Pull 
man  Car  Company,  located  at  Pullman,  Illinois,  near  Chi 
cago.      Its   income    being   greatly    lessened,  the    Pullman 
Company  decided  upon  a  reduction  of  wages.    When,  on  re 
ceiving  notice  of  this  reduction,  3,000  of  the  workmen  went 
out  on  strike,  the  company  shut  down  its  works. 

The  outcome  was  a  strike  which  soon  spread  to  twenty- 
two  railroads  running  out  of  Chicago.  Business  in  Chicago 
was  prostrate,  and  travel  became  dangerous.  The  usual 
large  supplies  of  meat  and  provisions  going  out  to  various 
part^  of  the  country  from  that  city  were  cut  off,  and  a  meat 
famine  was  threatened.  Various  kinds  of  trade  and  in 
dustry  throughout  the  land  were  thrown  into  confusion. 
To  aid  the  local  authorities  in  putting  an  end  to  the  disorder 
in  Chicago,  2,000  United  States  troops  and  4,000  state 
militia  were  sent  there.  During  the  strike,  the  worst  of 
which  was  over  at  the  end  of  three  weeks,  the  money  losses 
to  workingmen,  railroads,  and  the  United  States  Govern 
ment  were  not  less  than  $7,000,000. 

412.  The  Anglo-Venezuelan  Difficulty  and  the  Mon 
roe  Doctrine  (1895-1897). — For  a  long  time  there  had  been 
a  dispute  between  Venezuela  and  England  about  the  boun 
ds  an  amendment  to  the  Wilson  Bill,  an  Income  Tax  of  two  per  cent.  OH  all 

incomes  of  more  than  $4,000  a  year  was  proposed,  but  the  Supreme  Court  decided 
by  a  vote  of  five  to  four  that  such  a  national  tax  was  unconstitutional. 


406 


HISTORY  OF  THE  UNITED   STATES 


THE  INAUGURATION   OF  WILLIAM   McKINLEY. 

dary  line  separating  Venezuela  from  British  Guiana.  By 
1895  the  dispute  had  become  serious,  and  our  government 
tried — as  it  had  for  years  been  trying — to  induce  England 
to  submit  the  whole  question  to  arbitration.  The  English 
Government  declared,  however,  that  England  and  Vene 
zuela  could  settle  their  own  disputes,  without  aid  or  inter 
ference  from  the  United  States.  Our  government  answered 
that  if,  in  this  controversy,  England  insisted  upon  enforcing 
her  claims  to  territory  not  shown  to  be  rightfully  her  own, 
she  was  violating  the  Monroe  Doctrine.  In  the  high- 
spirited  diplomatic  correspondence  between  the  two  govern- 


THE  NEW  UNION  407 

ments,  our  Secretary  of  State,  Richard  Olney,  argued  the 
American  side  with  great  vigor  and  ability.  There  was,  for 
a  short  time,  talk  of  war;  but  this  war  feeling  quickly  sub 
sided,  and  England  and  Venezuela  agreed  to  settle  their 
boundary  dispute  by  arbitration.  A  most  fortunate  out 
come  of  the  Anglo-Venezuelan  dispute  was  a  growing  feel 
ing  on  the  part  of  a  large  number  of  people  in  both  the 
United  States  and  England  in  favor  of  the  settlement  of 
difficulties  between  the  two  countries  by  arbitration. 

413.  The  Presidential  Campaign  of  1896. — Scarcely  had 
the  excitement  over  the  Anglo-Venezuelan  difficulty  passed 
when  the  United  States  entered  upon  an  experience  which 
can  never  be  forgotten.  This  was  the  Presidential  campaign 
of  1896.  The  two  leading  political  questions  Free  silver  and 
to  be  answered  by  the  people  were  as  follows :  the  tariff. 
(i)  "  Shall  we  have  free  and  unlimited  coinage  of  silver,  or 
shall  we  maintain  a  gold  standard?"  (2)  "Shall  we  have 
a  protective  tariff,  or  a  tariff  for  revenue  only  ?  " 

When  the  Republicans  met  in  their  National  Convention 
to  make  nominations  for  President  and  for  Vice-President 
they  declared  in  their  platform  that  they  were  in  favor  of  a 
protective  tariff,  and  that  they  were  "  opposed  to  the  free 
coinage  of  silver,  except  by  international  agreement  with  the 
leading  commercial  nations  of  the  world."  The  convention 
nominated  William  McKinley,  of  Ohio,  for  President,  and 
Garrett  A.  Hobart,  of  New  Jersey,  for  Vice-  The  Republicans 
President.  The  Democratic  Nominating  Con-  nominate  McKin- 

ley  and  the  Dem- 

vention  " demanded,  in  its  platform,  "the  free  ocrats Bryan, 
and  unlimited  coinage  of  both  silver  and  gold  at  the  present 
legal  rate  of  16  to  I,  without  waiting  for  the  aid  or  consent 
of  any  other  nation."  This  Convention  also  declared  itself 
in  favor  of  a  tariff  for  revenue  only,  and  nominated  William 
J.  Bryan,  of  Nebraska,  for  President. 

Some  Democrats,  believing  in  a  gold  standard,  would 
not  join  the  silver  movement,  and  nominated  their  own 
candidates  for  President  and  Vice-President;  while  many 
voters,  who  were  called  Populists,  believing  that  the  gov 
ernment  should  own  and  manage  all  railroads  and  telegraph 


4o8  HISTORY  OF  THE   UNITED   STATES 

lines,  just  as  it  owns  and  manages  the  post-office,  nominated 
still  other  candidates. 

After  an  intensely  earnest  and  serious  campaign  McKin- 
ley  was  elected,  and  was  inaugurated  President,  March  4, 
I89/.1  He  at  once  set  about  the  revision  of  the  tariff  by  call 
ing  a  special  session  of  Congress.  The  result  was  the  pas 
sage  of  the  "  Dingley  Tariff"  (July  24,  1897),  which  raised 
the  duties  on  foreign  goods  in  accordance  with  the  promises 
made  by  the  Republicans  in  the  Presidential  campaign  of 
1896. 

TO  THE   PUPIL 

1.  Although  the  events  discussed  under  "  The  New  Union  "  are  im 

portant,  their  connection  is  not  always  easily  traced.     They  require 
all  the  more  careful  study. 

2.  Discuss  the  difficulties  and  results  of  the  Atlantic  Cable.     Of  what 

value  is  Alaska  to  the  United  States  ?    How  many  States  like  your 
own  does  its  area  equal  ? 

3.  What  grievances  had  the  Indians  even  after  the  adoption  of  Grant's 

peace  policy?    What  is  the  reservation  system,  and  why  has  it 
failed  ?    What  was  the  Dawes  Act  ? 

4.  Subject  for  debate:    Resolved,   that  the  Indian  has  been  unjustly 

treated  by  the  whites. 

5.  Name  the  causes  of  the  financial  panic  of  1873,  and  show  the  connec 

tion  between  it  and  Western  settlement.     What  did  the  Centennial 
Exhibition  teach  the  people  ? 

6.  What  difficulty  was  there  about  the  Presidential  election  of  1876,  and 

how  was  it  settled  ?    Observe  that  Rutherford  B.  Hayes  was  Presi 
dent  in  1877-1881.     Name  all  the  Presidents  in  order  up  to  this  time. 

1  William  McKinley,  twenty-fifth  President  of  the  United  States  (1897),  was  born 
at  Niles,  Trumbull  County,  Ohio,  in  1844,  and  died  in  1901.  When  the  Civil  War 
began  he  was  a  teacher  in  a  country  school.  Although  only  seventeen  years  old  he 
enlisted  as  a  private  in  the  23d  Ohio  Regiment,  which  was  commanded  later  by 
Rutherford  B.  Hayes.  Young  McKinley  fought  so  gallantly  in  the  battles  of  Antie- 
tam,  Opequan,  Fisher's  Hill,  and  Cedar  Creek,  that  he  was  advanced  to  the  grade  of 
major.  After  the  war  was  over  he  studied  law  and  began  the  successful  practice  of 
it  in  Canton,  Ohio.  In  1877  he  entered  Congress  as  a  Republican  representative 
from  Ohio,  and  served  almost  continuously  until  1891.  During  his  last  term,  as 
Chairman  of  the  Committee  of  Ways  and  Means,  he  became  the  author  of  the 
McKinley  Bill.  In  1891,  and  again  in  1893,  the  Republicans  elected  him 
Governor  of  Ohio,  and  he  gave  evidence  of  rare  tact  and  executive  ability. 
President  McKinley  was  a  very  effective  public  speaker. 


THE  NEW   UNION  409 

7.  Why  was  so  much  paper  currency  issued  during  the  Civil  War? 

Upon  what  did  the  value  of  the  greenbacks  depend  ?  What  is  meant 
by  resumption  of  specie  payment  ? 

8.  Review  Jackson's  introduction  of  the  spoils  system  and  rotation  in 

office.  What  are  the  demoralizing  influences  of  this  system  ?  What 
is  civil  service  reform  ? 

9.  Observe  that  James  A.  Garfield  was  inaugurated  as  a  Republican 

President  in  1881,  and  that  after  his  death  Chester  A.  Arthur  be 
came  President,  continuing  in  office  in  1881-1885.  Grover  Cleveland, 
elected  by  the  Democrats,  was  President  in  1885-1889.  Benjamin 
Harrison,  elected  by  the  Republicans,  was  President  in  1889-1893. 
For  the  next  four  years,  1893-1897,  Cleveland  was  again  President, 
and  gave  place  to  William  McKinley,  who  was  inaugurated  March 
4,  1897.  What  was  the  Presidential  Act  of  1886  ? 

10.  Prepare  to  write  from  three  to  five  minutes  on  any  of  the  following 

topics:  Oklahoma,  the  Pan-American  Congress,  the  trouble  with 
Italy,  the  Pension  Bill,  and  the  trouble  with  Chili. 

11.  Why  do  we  need  a  strong  navy  ? 

I2o  What  is  the  Australian  ballot  system,  and  why  has  it  been  introduced 
into  most  of  our  States  ? 

13.  What  was  the  Bering  Sea  trouble  ?    What  was  the  decision  reached 

in  regard  to  it  by  the  tribunal  of  arbitration  ?     What  is  arbitration  ? 

14.  Write  an  outline  of  the  silver  legislation,  1873-1893. 

15.  Before  taking  up  the  tariff  question  here  review  the  difficulties  about 

the  tariff  which  resulted  in  nullification  in  South  Carolina  in  Jack 
son's  administration.  What  were  the  Mill's  Bill,  the  Wilson  Bill, 
and  the  McKinley  Bill  ? 

16.  Review  the  Monroe  Doctrine  and  Maximilian  in  Mexico.     What  -was 

the  trouble  between  Venezuela  and  England  ?  What  attitude  did 
our  government  take  toward  this  trouble  ? 

17.  What  were  the  leading  political  questions  before  the  people  in  the 

Presidential  campaign  of  1896  ?  What  answers  did  the  Republicans 
propose  ?  the  Democrats  ? 


CHAPTER  XXIII 

THE    SPANISH-AMERICAN    WAR    AND    RECENT    EVENTS 
(1898-          ) 

OUTSIDE  READINGS:  Watterson's  History  of  the  Spanish-American  War; 
Kennan's  Campaigning  in  Cuba;  Spear's  Our  Navy  in  the  War  with  Spain; 
Russell's  History  of  Our  War  with  Spain ;  Roosevelt's  Rough  Riders ;  Lodge's 
War  with  Spain;  Foster's  American  Diplomacy  in  the  Orient;  Woolsey's 
America's  Foreign  Policy;  Qriffis's  America  in  the  East;  Andrews's  United 
States  in  Our  Own  Times;  Wilson's  History  of  the  American  People,  V. 

414.  The  Cubans  Rise  against  Spain  (February,  1895). 
— Tariff  revision  and  the  financial  policy  of  the  government 
were  serious  questions,  but  there  soon  arose  an  international 
complication  of  overshadowing  interest,  which  absorbed 
much  of  the  thought  and  energy  of  the  nation.  From  the  be 
ginning  of  her  control  in  Cuba  the  rule  of  Spain  was  cruel 
and  unjust.  The  Cubans  tried  several  times  to  throw  off 
the  galling  yoke,  but  in  vain.  In  February,  1895,  however, 
they  organized  in  eastern  Cuba  an  insurrection  that  within 
a  vear  spread  to  the  western  end  of  the  island. 


THE   WRECK    OF   CERVERA'S    FLAGSHIP    COLON. 

Copyright,  iSqq,  by  Strohmeyer  &>  Wyman. 
4IO 


THE  SPANISH-AMERICAN  WAR  AND  RECENT  EVENTS 


In  alarm  the  Spanish  Government  decided  upon  severe 
measures,  and  appointed  General  Weyler  as  governor- 
general.  He  drove  the  country  people  into  The  brutal  policy 
towns  and  cities,  burned  their  dwellings,  and  of  concentration. 
destroyed  everything  that  might  furnish  support  to  the 
fighting  Cubans.  Such  was  the  brutal  policy  of  concentra 
tion.  By  this  policy  General  Weyler  hoped  to  starve  the 
people  into  submission,  but  he  failed.  Blanco  succeeded  him 
as  governor-general  and  tried  by  a 
milder  policy  to  win  the  Cubans  back 
to  Spain.  The  Cubans'  cry,  however, 
was,  "  Independence  or  death  !  "  At 
the  end  of  three  years,  with  an  army 
of  more  than  200,000,  Spain  had  made 
little  headway  in  putting  down  the 
insurrection. 

415.  Blowing   up    the   Maine.— As 
the  war  went  on  American  indignation 
grew  bitter.     In  the  midst  of  a  period 
of  deep  feeling  aroused  by  the  inhu 
man  methods  of  conducting  the  war, 
the  people  of  the  United  States  were 

shocked  by  an  awful  event.  On  the  night  of  February  15, 
1898,  the  American  battle-ship  Maine,  lying  in  the  harbor 
of  Havana,  was  blown  up,  two  hundred  and  The  Maine  and 
sixty-six  of  her  sailors  being  killed  by  the  ex-  the  submarine 
plosion.  Great  excitement  swept  over  the 
country.  The  President  at  once  appointed  a  naval  court  of 
inquiry,  which,  after  four  weeks  of  investigation,  reported 
that  the  Maine  was  blown  up  by  the  explosion  of  a  subma 
rine  mine.  The  American  people,  holding  Spanish  officials 
responsible  for  the  destruction  of  the  Maine,  were  more 
than  ever  inclined  to  insist  that  Spain  should  end  the  war. 
President  McKinley  did  all  in  his  power  to  bring  about  a 
settlement  of  the  trouble,  but  without  success. 

416.  War  Declared  (April,  1898).— In  the  meantime  af 
fairs  in  Cuba  were  becoming  worse  every  day.     The  Presi 
dent,  urged  by  an  impatient  Congress  to  decisive  action, 


W.    S.    SCHLEY. 


412  HISTORY  OF   THE   UNITED   STATES 

declared,  in  a  message  sent  to  that  body :  "  In  the  name  of 
humanity,  in  the  name  of  civilization,  in  behalf  of  endan 
gered  American  interests  which  give  us  the  right  and  the 
duty  to  speak  and  to  act,  the  war  in  Cuba  must  stop." 

Congress  responded  by  passing  a  joint  resolution  to  the 
following  effect:  (i)  The  Cubans  are  free  and  indepen- 
spain  must  give  dent ;  (2)  Spain  must  give  up  all  authority 
up  Cuba.  jn  Cuba  and  withdraw  her  troops;  (3)  The 

United  States  will  exercise  control  over  Cuba  long  enough 
to  restore  peace  and  good  order,  and  will  then  leave  the 

island  under  the  control  of  the  Cu 
bans.  A  little  later  Congress  de 
clared  that  war  had  existed  since 
April  2ist,  and  in  due  time  the 
President  called  for  200,000  vol 
unteers  from  the  various  States 
and  Territories.  Congress  voted 
that  the  regular  army  also  should 
be  increased  to  62,000. 

417.  Dewey's  Brilliant  Victory 
at    Manila. — Commodore    Dewey, 
GEORGE  DEWEY.  tne  commander  of  the  American 

fleet  in  Asiatic  waters,  was  ordered 

to  sail  at  once  for  the  Philippine  Islands  and  capture  or 
destroy  the  Spanish  fleet.  He  hastened  to  Manila,  where 
he  found  (May  1st)  the  Spanish  fleet  lying  under  the  pro 
tection  of  strong  shore  batteries.  With  a  daring  unsur 
passed  he  headed  his  ships  for  the  enemy.  While  his  flag 
ship  was  steaming  boldly  into  action,  two  submarine  mines 
exploded  just  in  front  of  her,  but  Commodore  Dewey  did 
not  falter.  The  skilful  seamanship  of  the  Americans  and 
the  rapid  and  accurate  handling  of  their  guns  made  the 
The  Spanish  fleet  battle  short  and  decisive.  The  entire  Spanish 
destroyed.  fleet  of  ten  war-vessels  was  destroyed,  and 

1,200  Spaniards  were  killed  or  wounded.  Not  one  Amer 
ican  was  killed  and  only  eight  were  wounded,  and  not  one 
American  vessel  received  serious  injury.  It  was  one  of  the 
most  brilliant  naval  victories  in  history. 


THE   SPANISH-AMERICAN   WAR  AND   RECENT  EVENTS    413 


SHIPPING  AND    DOCKS,   PASIG    RIVER,    MANILA. 

Admiral  Dewey  l  could  have  captured  Manila,  but,  not 
having  men  enough  to  hold  it,  he  had  to  wait  for  reinforce 
ments.  As  soon  as  possible  over  15,000  soldiers  were  sent 
under  General  Merritt  to  co-operate  with  the  American 
fleet.  After  a  combined  attack  was  made  upon  Manila  by 
the  army  and  the  fleet,  the  city  surrendered  (August  I3th). 

418.  The  Coming  of  Cervera's  Fleet.— Until  the  Span 
ish  fleet  at  Manila  had  been  destroyed,  there  was  fear  of  an 
attack  upon  our  Pacific  coast.  And  there  was  still  grave 
fear  that  an  attack  might  be  made  upon  the  great  Atlantic 
seaports  by  the  Spanish  fleet  under  the  command  of  Ad 
miral  Cervera.  At  the  outbreak  of  the  war  this  fleet  was  at 
the  Cape  Verde  Islands,  whence  it  soon  steamed  away 
toward  Cuban  waters. 

What  were  Cervera's  plans?  Would  he  try  to  reach 
Havana  by  attacking  the  American  fleet  which,  under  the 

1  On  the  news  of  the  victory  the  President  appointed  Dewey  as  acting  admiral. 


414 


HISTORY  OF   THE  UNITED   STATES 


Cervera's  plans. 


command  of  Admiral  Sampson,  was  blockading  the  north 
ern  coast  of  Cuba?  Would  he  steer  directly  for  some 
great  city  on  the  Atlantic  coast?  Or  would 
he  try  to  intercept  the  Oregon^  on  her  way  up 
the  eastern  coast  of  South  America?  Events  soon  an 
swered  these  questions. 

Cervera  arrived  at  Martinique  and  then  sailed  for  the 
Dutch  island  Curasao  off  the  coast  of  Venezuela,  where  he 


CUBA. 

got  much-needed  coal.  He  was  then  ordered  to  Santiago, 
which,  on  account  of  the  highlands  and  the  narrow  mouth 
of  its  protected  harbor,  was  thought  to  be  a  good  hiding- 
Cervera  «•  bottled  place  while  taking  on  coal  and  other  supplies. 
up  "  at  Santiago.  Soon  after  his  arrival  the  fleet  under  Commo 
dore  Schley  discovered  and  blockaded  the  harbor.  The 
Spanish  fleet  was  now  "  bottled  up." 

Still  there  was  fear  that  Cervera  might  on  some  dark, 
stormy  night  succeed  in  getting  away.     To  prevent  this,  a 

1  This  great  battle-ship  had,  on  March  19,  begun  her  remarkable  journey  of 
some  15,000  miles  from  San  Francisco  around  Cape  Horn.  On  May  24th  the 
Oregon  arrived  safely  and  soon  joined  the  blockading  squadron. 


THE   SPANISH-AMERICAN   WAR  AND   RECENT   EVENTS    4*5 


UNITED    STATES   TROOPS   LANDING   AT   BAIQUIRI,    CUBA. 


daring  plan  was  laid  to  sink  the  collier  Merrimac  directly 
across  the  very  narrow  entrance  to  the  harbor.  Lieuten 
ant  Hobson  and  seven  other  heroic  men  tried 

Lieutenant  nob= 

to    carry   out  this  plan;  but  a   Spanish    shot     son's  daring  ex- 
having  carried  away  the  rudder  of  the  Mer-     ploitt 
rimac  before  she  could  be  blown  up,  Hobson  did  not  suc 
ceed  in  sinking-  her  directly  across  but  only  along  the  chan 
nel,  and  thus  but  partly  obstructed  it. 

419.  On  to  Santiago. — A  plan  of  campaign  in  Cuba  was 
quickly  organized,  and  an  army  of  15,000  men  was  soon  on 
its  way  to  unite  with  Admiral  Sampson's  squadron  for  the 
capture  of  Santiago  and  Cervera's  fleet.  A  little  later  the 
troops  were  on  Cuban  soil,  pressing  on  toward  Santiago. 
The  advance  had  hardly  begun  when  a  battle  R00seveitRou  h 
took  place  at  Las  Guasimas1  between  about  Riders  at  Las 
1,000  Americans,  among  whom  were  the  Guasimas- 
famous  Roosevelt  Rough  Riders,  and  a  force  of  Spaniards 
considerably  larger.  This  battle  was  fought  in  a  tropical 
forest,  where  the  dense  undergrowth  often  made  it  impos 
sible  to  see  the  enemy  a  few  yards  away.  The  Americans 

1  The   first   engagement  was    at    Guantanamo,    where   600   American   marines 
gallantly  held  their  ground  against  an  attack  of  greatly  superior  numbers. 


416 


HISTORY   OF  THE   UNITED   STATES 


advanced  in  a  series  of  short,  desperate  rushes,  by  which 
they  steadily  drove  the  Spaniards  before  them  and  won  a 
signal  victory. 

420.  The  Battle  of  Santiago. — Yet  in  spite  of  this  vic 
tory  it  was  evident  that  the  Spaniards  would  make  a  stout 
resistance.  Moreover,  the  Americans  had  to  face  unusual 
difficulties.  The  so-called  roads  were  rough  paths  fre 
quently  crossed  by  rushing  torrents  without  bridges. 


THE    PALACE    AT    SANTIAGO    ON    WHICH    THE   AMERICAN    FLAG    WAS    RAISED   WHEN 
THE    AMERICAN    TROOPS   TOOK    POSSESSION. 

Under  such  conditions  heavy  siege-guns  could  not  be 
moved  forward  promptly.  But  delay  meant  something 
worse  than  Spanish  bullets.  The  intense  heat  and  the  ex 
treme  dampness  threatened  the  American  ranks  with  deadly 
disease.  General  Shafter  therefore  decided  to  move  on 
without  delay,  and  on  July  ist  made  a  vigorous  attack  upon 
the  outworks  of  Santiago  at  El  Caney  on  the  Spanish  left 
A  glorious  Ameri-  and  the  strong  position  of  San  Juan,  corn- 
can  victory,  manding  the  city.  Both  these  places  were 
stoutly  defended.  The  battle  was  hotly  contested,  but 
ended  in  glorious  victory  for  the  Americans,  who  by  bril- 


THE   SPANISH-AMERICAN   WAR   AND   RECENT  EVENTS    417 

liant  charges  swept  the  enemy  before  them  and  captured 
the  two  strongholds. 

421.  Cervera's    Fleet   Destroyed.— On  the    morning   of 
July  3d  the  Spanish  fleet  dashed  boldly  out  of  the  harbor 
in  a  desperate  attempt  to  escape.     When  (about  half  past 
nine)  it  was  seen  coming  out,  every  American  sailor  eagerly 
leaped    to  his  post  of  duty.     The   battle   was   on.     As  at 
Manila,  the  Americans  showed  themselves  superior  to  the 
Spaniards  in  gunnery,  and  won  a  vic 
tory  as   brilliant   as  that   of  Admiral 

Dewey.  The  entire  Spanish  fleet  of 
six  war-vessels  was  destroyed,  600 
Spaniards  were  killed  and  1,300  cap 
tured.  Only  one  American  was  killed 
and  one  severely  wounded,  and  not 
one  of  our  ships  was  seriously  harmed. 
About  two  weeks  afterward  Santiago 
and  the  eastern  end  of  Cuba,  with 
22,000  Spanish  soldiers,  surrendered. 

422.  Results  of  the  War. — A  large 
American  force  under  General   Miles 
was  then  sent  to  Porto  Rico  and  w^ 
rapidly  getting  control  of  the  island 

when  Spain  expressed  a  desire  for  peace.  The  principal 
results  of  the  war  as  set  forth  in  the  treaty,  which,  after 
much  opposition,  was  ratified  by  the  United  States  Senate, 
February  6,  1899,  were  as  follows:  (i)  Spain  gave  up  Cuba 
and  ceded  to  the  United  States  Porto  Rico.  (2)  She  also 
ceded  to  the  United  States  the  Philippines,  the  United 
States  agreeing  to  pay  her  $20,000,000. 

There  were  two  other  important  results  of  the  struggle. 
The  first  was  the  increased  friendship  between  this  country 
and  England.  Some  of  the  great  powers  of  Two other  strik. 
Europe  showed  in  the  earlier  stages  of  the  ing  results  of  the 
war  a  disposition  to  intervene  in  behalf  of 
Spain.  But  England  refused  to  join  them  and  indicated 
her  sympathy  for  us.  As  a  fortunate  outcome  of  this  atti 
tude,  the  most  friendly  relations  now  exist  between  England 


4i8 


HISTORY  OF   THE   UNITED   STATES 


and  the  United  States.  The  war  also  helped  to  bring-  all 
parts  of  the  country  into  closer  and  deeper  sympathy,, 
The  various  sections  are  united  as  they  have  never  been 
before. 

423.  Porto  Rico  under  the  Control  of  the  United  States 
(1900). — The  people  of  Porto  Rico  were  glad  to  come  under 
the  control  of  the  United  States.     But  they  did  not  get  rid 
of  all  their  troubles  when  they  got  rid   of  Spanish  rule. 
They  were  in  great  financial  distress.     The  war  had  par 
alyzed  their  trade,  and  a  fierce  hur 
ricane  had  swept  over  the  island  in 

Americans  relieve  l  899>  destroying  prop- 
financial  distress  erty  WOrth  $22,OOO,OOO. 
in  Porto  Rico.  The  Americans  gener. 

ously  came  to  their  aid  by  distrib 
uting  immense  quantities  of  food. 
But  to  relieve  the  distress  some 
thing  more  was  necessary.  In  the 
spring  of  1900,  therefore,  Congress 
returned  to  Porto  Rico  more  than 
$2,000,000  that  had  come  into  our 
treasury  in  the  form  of  duties  laid 
upon  imports  from  the  island. 
Later,  all  tariff  rates  between  Porto 
Rico  and  the  United  States  were 
removed. 

In  April,  ,1900,  Congress  passed  a  law  providing  for  a 
territorial  government.  Under  this  law  the  President  of 
the  United  States  appoints  a  governor  and  the  people  of 
the  island  elect  a  legislature. 

424.  The  Re-election  and  Assassination  of  President 
McKinley  (1900-1901).— Scarcely  had  the  question  of  civil 
government  in  Porto  Rico  been  settled  when  the  country 
was  astir  with  the  excitement  of  another  Presidential  cam- 
pain.    The  Republicans  again  nominated  William  McKinley 
for  President,  and  the  Democrats  William  J.  Bryan.     As 
in  1896,  the  leading  issue  before  the  country  was  whether 
there  should  be  a  free  and  unlimited  coinage  of  silver  at 


W.    T.    SAMPSON. 


THE   SPANISH-AMERICAN  WAR  AND   RECENT  EVENTS    4*9 


the  rate  of  16  to  i  or  a  gold  standard.     The  people  voted 
in  favor  of  William  McKinley  and  the  gold  standard. 

Six  months  after  his  inauguration,  during  a  visit  to  the 
Pan-American  Exposition1  at  Buffalo,  President  McKinley 
was  assassinated.  While  receiving  in  line  a  great  number 
of  people  in  the  Temple  of  Music  on  the  afternoon  of  Sep 
tember  6th,  he  was  shot  by  an  anarchist  who  concealed  a 
pistol  under  a  handkerchief  wrapped  about  his  hand.  This 


67  Longitude  West          ^      from          66  Greenwich 


A          T 


PORTO  RICO 

SCALE  OF  MILES 
)  TO  20  !?0 


dastardly  act  sent  a  thrill  of  horror  through  the  land.  Dur 
ing  eight  days  the  nation  was  held  in  anxious  suspense. 
Then  the  President  died,  deeply  mourned  by  the  people. 
The  Vice-President,  Theodore  Roosevelt,2  at  once  took  the 
oath  of  office  as  President  of  the  United  States. 

JThis  was  called  the  Pan-American  Exposition  because  all  the  countries  of 
North  America,  Central  America,  and  South  America  were  represented  there. 

2  Theodore  Roosevelt,  twenty-sixth  President  of  the  United  States  (1901),  was 
born  in  New  York  City,  October  2J,  1858.  He  was  graduated  from  Harvard 
College  in  1882,  and  two  years  afterwards  was  elected  a  member  of  the  New  York 
legislature.  In  later  years  he  rendered  valuable  service  as  a  member  of  the 
National  Civil  Service  Commission,  as  president  of  the  New  York  Police  Board, 
and  as  Assistant  Secretary  of  the  Navy.  At  the  outbreak  of  the  Spanish-American 
War  he  resigned  his  position  as  Assistant  Secretary  of  the  Navy  in  order  to  help 
organize  the  First  United  States  Cavalry  Volunteers  (popularly  known  as  the 
"Roosevelt  Rough  Riders"),  a  regiment  that  distinguished  itself  in  the  Cuban 
campaign.  By  reason  of  his  gallantry  on  the  battle-field  Roosevelt  was  promoted 
from  the  rank  of  lieutenant-colonel  to  that  of  colonel.  The  year  after  the  war  he 
was  elected  Governor  of  New  York,  and  in  1901  Vice-President  of  the  United 


420  HISTORY  OF  THE  UNITED   STATES 

425.  Military  and  Civil  Government  in  the  Philippine 
Islands  (1899-1901). — Before  the  treaty  of  peace  at  the  end 
of  the  Spanish-American  War  could  be  ratified,  some  of  the 
Filipinos,  led  by  Aguinaldo,  rebelled  against  the  authority 
of  the  United  States  (February,  1899).     After  hard  fighting, 
Aguinaido,  the        Aguinaldo's  forces   were   driven   from    their 
leader  of  are-        position  near  Manila  and  then  out  of  Malolos, 
beiiion.  the  rebel  ieac}er's  capitaL    But  the  rebels  con 
tinued  their  desperate  struggle  against  a  large  American 
army1  until  Aguinaldo  was  captured  in  April,  1900.    From 

that  time  the  rebellion  offered  no  seri 
ous  resistance. 

The  islands  remained  under  mili 
tary  rule  until  July  i,  1901,  when  civil 
government  was  established,  a  special 

Civil  govern-  eff°rt  beillg  made  tO  give 

mentintne  the    people    as    large    a 

Philippine  Islands.    ghare     jn     thdr     govem. 

ment  as  they  had  capacity  to  exercise. 
William  H.  Taft  was  appointed  gov 
ernor.  For  ten  months  he  had  worked 
zealously  as  chairman  of  the  civil  com- 
NELSON  A.  MILES.  mission  appointed  for  the  purpose  of 

organizing  the  best  attainable  govern 
ment  for  the  Filipinos.  Governor  Taft's  administration 
was  successful  in  securing  good  order  and  popular  content. 

426.  China  and  the  "Open  Door"  (1900). — Our  presence 
in  the  Philippine  Islands  and  our  rapidly  increasing  foreign 
commerce  brought  us  into  close  touch  with  affairs  in  the 
Far  East.     After  the  war  between    Japan    and    China  in 
The  scramble  for     1894-95,  some  of  the  European  powers  began 
Chinese  territory.    to  vje  with  each  other  in  seizing  large  area's 
of  Chinese  territory — known  as  "  spheres  of  influence  " — 
in  order  to  bring  them  under  their  own  control.     In  1899 

States.  In  the  midst  of  his  busy  public  life  he  has  also  written  many  books,  most 
of  them  in  the  field  of  history  or  biography.  *  In  all  his  work  he  has  labored  with 
earnestness,  vigor,  and  sincerity  of  purpose. 

1  In  October,  1900,  the  army  there  contained  71,000  men. 


COMPARATIVE   AREAS. 

84.  Miles. 

.      23,040     North  Carolina, 
»,305     South  Carolina, 


Total, 


Massachusetts, 
Donneotlcut,  . 
abode  Island, 

tsa* 


Total, 
Spain, 


60.867 


8,316 

4,990  Tennessee, 

1,250  Mississippi, 

45,216  Alabama,  . 

49,170  Louisiana, 

41,060  Arkansas, . 

2,050 

7,816  Total,  . 
12,210 

4MM 

24,780     Texas, 


800,975 
197,670 

40,400 
42,050 
46,810 
62,250 
48,720 
63,850 

384,080 


Ml    ....... 

Iowa,  .  . 
Missouri,  . 
Indian  Territory 
Oklahoma,  . 
Kansas,  .  . 
Nebraska,.  . 
South  Dakota, 
North  Dakota, 
New  Mexico, . 
Colorado,  .  . 
Wyoming,.  . 


Norway* Sweden,    297,321 
366.TW 


Nevada,     . 
California, 


Total, 


MO.H1 


97,890 
84,970 


110,700 
158,360 


1,350,495 
1,336,841 


Arizona,     ....    113,020 
«8,»56       Italy 114,410 


77,510 

77,650 
70,795 
122,580 


84.  MUM. 

Wisconsin,      .     .     .  66,040 

Michigan,.    .    .    .  58,916 

Illinois,     ....  56,650 

Indiana 36,350 

Total 207,955 

France 204,091 

Montana,  ....  146,080 

Japan,  .....  147,656 

•Washington,.    .    .  69,181 

Oregon,      ....  96,030 

Total,     ....  166,210 
Gt.  Britain,  I'ortu- 

jal  and  Greece,  180,058 


THE   SPANISH-AMERICAN   WAR  AND   RECENT  EVENTS    421 

Secretary  Hay  urged  these  powers  to  unite  in  guaranteeing 
to  all  nations  equal  rights  of  trade  in  China.  The  powers 
agreed  to  carry  out  his  wishes,  and  thus  established  the 
policy  of  the  "  open  door."  By  securing  an  agreement  to 
this  policy  Secretary  Hay  did  much  to  prevent  the  break 
up  or  "partition"  of  the  Chinese  Empire  for  the  benefit  of 
those  European  powers  that  coveted  her  territory  for  their 
own  enrichment. 

The  unseemly  scramble  for  her  territory  developed  in 
China  a  bitter  anti-foreign  sentiment,  which  culminated  in 


NATIVE   TAGALO    CHILDREN,    MALABON. 

1900  in  a  serious  outbreak.  Some  foreigners  were  killed, 
and  even  the  lives  of  foreign  ministers  in  Peking  were  in 
danger.  In  order  to  put  down  the  uprising  The  Chinese  up- 
and  rescue  the  legations,  the  European  pow-  rising  against 
ers,  Japan,  and  the  United  States  found  it  forei«ners- 
necessary  to  send  troops  to  Peking.  In  the  settlement  of 
the  difficulties  in  China  our  government  exercised  a  pre 
dominating  influence  in  favor  of  fair  treatment  of  the 
Chinese.  This  was  an  incident  in  the  persistent  policy  of 
the  United  States  to  preserve  the  territorial  integrity  of 
China., 

427.  The  Republic  of  Cuba  (1902). — While  these  events 
were  taking  place  in  the  Far  East,  others  of  deep  concern  to 


422 


HISTORY   OF   THE   UNITED   STATES 


us  were  taking  place  at  our  very  doors.  When  Spain  gave 
us  Cuba,  the  island  came  under  the  military  authority  of 
the  United  States.  According  to  a  joint  resolution  passed 
by  Congress  before  the  outbreak  of  the  war,  this  military 
control  was  to  continue  until  order  should  be  restored  and 

the  Cubans  should 
organize  a  govern- 

The  Cubans  organ= 
ize  a  government. 


factory  to  Con 
gress.  Early  in 
November,  1900,  a 
convention  of  Cu 
bans  met  at  Ha 
vana,  and  before 
the  middle  of  Feb 
ruary,  1901,  com 
pleted  a  constitu 
tion  modelled  after 
that  of  the  United 
States.  On  Janu 
ary  i,  1902,  a  presi 
dent  and  members 
of  congress  were 
appointed  in  ac 
cordance  with  the 
provisions  of  the 
Cuban  Constitu 
tion,  and  on  May 
20,  1902,  the  new 
Cuban  govern- 
ment  was  formally 
inaugurated.  True 

to  its  pledges,  the  United  States  handed  over  the  control 
of  affairs  to  the  recognized  official,  and  the  people  of  the 
young  republic  entered  upon  their  full  independence. 

In  Cuba,  as  in   Porto  Rico  and  the  Philippine  Islands, 
the   United    States   greatly   improved   sanitary  conditions 


PHILIPPINE  ISLANDS. 


THE  SPANISH-AMERICAN  WAR   AND   RECENT  EVENTS    423 

and    rapidly    organized    an    effective     system    of    public 
schools. 

In  December,  1903,  the  Cuban  Reciprocity  Act  was 
passed.  This  provided  for  a  reduction  of  twenty  per  cent, 
of  the  Dingley  Tariff  rates  on  Cuban  imports  into  the 
United  States,  and  thus  greatly  increased  Cuban  trade. 

428.  The  Isthmian  Canal  (1901-1904). — For  some  time  our 
growing  commercial  interests  had  led  many  people  to  be 
lieve  that  we  should  be  benefited  by  the  construction  of  a 
canal  across  the  Isthmus  of  Panama  or  some  narrow  part  of 
Central  America.  But  public  opinion  in  the  United  States 
demanded  that  such  a  canal  should  be  owned  and  controlled 
by  our  government.  In  accordance  with  this  The  Hay=pauncc- 
sentiment,  therefore,  the  Hay-Pauncefote  fote Treaty, 
treaty  between  England  and  the  United  States  was  signed 
in  November,  1901.  By  the  terms  of  this  treaty  the  United 
States  was  to  have  sole  power  to  construct,  control,  and 
defend  an  Isthmian  Canal  for  the  benefit  of  the  commerce 
of  the  world. 

The  next  step  toward  the  construction  of  such  a  canal 
was  the  passage  by  Congress  in  June,  1902,  of  the  Isthmian 
Canal  Act.  This  act  empowered  the  Presi-  The  isthmian 
dent  to  secure  the  unfinished  Panama  Canal  CanaiAct. 
at  a  cost  not  to  exceed  $40,000,000,  and  also  to  secure  from 
the  Republic  of  Colombia  a  strip  of  land,  at  least  six  miles 
wide,  extending  across  the  Isthmus  of  Panama.  Within 
this  strip  of  land  the  United  States  was  to  construct,  oper 
ate,  and  protect  a  canal  with  control  of  its  terminal  ports. 
If,  however,  the  unfinished  Panama  Canal  and  the  land 
from  Colombia  could  not  be  secured  in  a  reasonable  time 
and  on  reasonable  terms,  the  President  was  empowered  to 
secure  a  canal  route  from  Costa  Rica  and  Nicaragua. 

When  the  Colombian  government  rejected  the  treaty 
containing  the  conditions  expressed  in  the  Isthmian  Canal 
Act,  the  people  of  the  State  of  Panama,  feel-  The  revolution 
ing  that  their  interests  had  been  disregarded,  in  Panama. 
planned  a  revolution,  which  broke  out  on  November  3, 
1903.  They  quickly  organized  a  provisional  government 


424  HISTORY   OF   THE   UNITED    STATES 

and  proclaimed  their  political  independence  as  the  Republic 
of  Panama.  The  new  republic  was  recognized  by  the 
United  States,  November  6th. 

On  November  i8th  a  new  canal  treaty  was  signed  by 
Secretary  Hay  and  the  representatives  of  Panama.  By  the 
The  treaty  with  terms  of  this  treaty  Panama  granted  to  the 
Panama.  United  States  "  in  perpetuity  the  use,  occu 

pation,  and  control "  of  a  zone  of  land  ten  miles  wide  on  the 
margins  of  the  canal.  In  return  the  United  States  guaran 
teed  the  independence  of  Panama,  the  payment  of  $10,000,000 
when  the  treaty  should  become  active,  and  at  the  end  of 
nine  years  an  annual  payment  of  $250,000. 

The  Senate  of  the  United  States  adopted  this  treaty  on 
February  23,  1904. 

429.  The  Louisiana  Purchase  Exposition  at   St.  Louis 
(1904). — Long  before  the  signing  of  this  treaty  the  people  of 
the  United  States  had  been  intent  upon  carrying  out  a  great 
enterprise.     This  was  the  Louisiana  Purchase  Exposition, 
planned  to  commemorate  the  centennial  of  the  purchase  of 
the  Louisiana  territory  in  1803.    It  opened  April  30,  1904,  and 
closed  December  1st.     Like  other  international  expositions 
on  a  large  scale,  it  had  a  great  educational  influence.     Its 
architecture,  its  sculpture,  and  its  landscape-gardening  were 
of  a  high  order  of  excellence,  and  so  were  its  exhibits  of 
industry  and  commerce.     The  latest  scientific  discoveries 
were  among  the  remarkable  features  of  this  exposition.     It 
is  especially  worthy  of  note,  however,  that  for  the  first  time 
in  the  history  of  international  expositions,  the  educational 
exhibit  had  a  building  exclusively  for  itself. 

430.  Theodore    Roosevelt    Elected    President    (1904). — 
While  interest  in  the  Louisiana  Purchase  Exposition  was 
still  at  its  height,  the  public  mind  was  earnestly  engaged  in 
considering  the  Presidential  nominations  that  were  to  be 
made  in  the  summer  of  1904.     When  the  national  conven 
tions  of  the  two  great  parties  met,  the  Republicans  nomi 
nated  Theodore   Roosevelt,  and  the  Democrats  Alton   B. 
Parker. 

The  principal  point  of  difference  between  the  two  party 


THE   SPANISH-AMERICAN   WAR   AND   RECENT    EVENTS 


425 


platforms  related  to  tariff  reform,  but  the  issue  was  largely 
one  of  the  personal  popularity  of  the  candidates.  When 
officially  notified  of  his  nomination,  Mr.  Roosevelt  spoke 
with  emphasis  in  favor  of  a  protective  tariff,  in  answer  to 
the  declaration  made  in  the  Democratic  platform  that  pro 
tection  is  robbery.  The  sentiment  of  the  people  was  with 
Mr.  Roosevelt,  and  he  was  elected  by  the  largest  popular 
majority  ever  given  in  the  country. 

In  his  message  to  Congress  in  December,  1905,  President 
Roosevelt  said  there  was  the  most  pressing  need  of  enacting 
into  law  some  scheme  to  secure  to  the  agents  of  the  Gov 
ernment  such  supervision  and  regulation  of  the  rates  charged 
by  the  railroads  engaged  in  interstate  traffic  as  should  ef 
fectively  prevent  them  from  imposing  rates  that  were  unjust 
and  unreasonable.  He  added  that  the  power  to  regulate 
railway  charges  should  be  exercised  with  moderation,  cau 
tion  and  self-restraint. 

Referring  to  the  Chinese  Exclusion  Law,  the  President 
said  that  in  the  effort  to  carry  out  the  policy  of  excluding 
Chinese  laborers  grave  injustice  and  wrong  had  been  done 
to  China,  and,  as  he  thought  the  future  would  prove,  to  this 
nation  itself.  Much  trouble,  the  President  continued,  had 
come  in  the  summer  of  1905  from  the  boycott  in  China 
against  American  goods,  but  this  boycott  was  largely  the 
result  of  the  harshness  of  our  law  toward  educated  China 
men  of  the  professional  and  business  classes.  "  We  cannot 
expect  to  receive  equity  unless  we  do  equity.  We  cannot 
ask  the  Chinese  to  do  to  us  what  we  cannot  to  do  them." 

431.  President  Roosevelt  as  Peacemaker  (1905). — From 
these  questions  of  national  interest  and  importance  we  turn  to 
one  which  involved  the  welfare  of  the  whole  civilized  world. 

On  February  6,  1904,  nine  months  before  the  election  of 
President  Roosevelt,  a  terrible  war  broke  out  between  Rus 
sia  and  Japan.  All  the  Western  nations,  shocked  by  the 
frightful  loss  of  life,  watched  the  struggle  with  great  concern. 
Finally,  when  the  progress  of  the  war  and  the  condition  of 
the  opposing  forces  seemed  to  warrant  it,  President  Roose 
velt  addressed  a  note  to  the  Governments  of  Russia  and 


426  HISTORY   OF  THE   UNITED  STATES 

Japan  (June  8,  1905).  In  this  note  he  urged  the  warring  na 
tions,  not  only  in  their  own  interests,  but  in  the  interests  of 
the  civilized  world,  to  try  to  agree  upon  terms  of  peace. 

The  outcome  was  a  conference  at  Portsmouth,  New 
Hampshire,  between  commissioners  from  each  of  the  two 
countries.  The  people  in  this  and  in  other  lands  looked  on 
with  anxious  suspense  as  the  commissioners  continued,  week 
after  week,  to  discuss  the  question  of  peace  or  war.  At 
last,  when  it  seemed  likely  that  the  conference  had  come  to 
a  point  of  deadlock  and  was  about  to  break  up  in  failure, 
President  Roosevelt,  with  well-timed  decision  and  tact, 
brought  about  a  delay  until  he  could  communicate  with  the 
Czar  of  Russia  and  the  Emperor  of  Japan.  The  result  was 
the  sending  by  the  home  Governments  of  such  instructions 
to  the  commissioners  at  Portsmouth  as  enabled  them  speed 
ily  to  agree  to  terms  of  peace.  The  treaty  was  signed  Sep 
tember  5. 

TO  THE   PUPIL 

1.  What  was  the  policy  of  concentration  ? 

2.  Do  you  think  the  United  States  was  justified  in  going  to  war  with 

Spain  at  this  time  ?     Give  reasons  for  your  answer. 

3.  Be  sure  that  you  are  perfectly  clear  as  to  the  location  of  Manila, 

Havana,  and  Santiago.     Why  did   Dewey  go  to  Manila?     Imper 
sonating  him,  give  an  account  of  your  experiences. 

4.  Give  a  brief  account  of  the  fighting  near  Santiago. 

5.  Imagine  yourself  on  an  American  ship  as  Cervera's  fleet  came  out  of 

the  harbor  of  Santiago,  and  describe  the  battle. 

6.  What  were  the  striking  results  of  the  war  ? 

7.  In  what  way  did  the  United  States  relieve  the  suffering  in  Porto 
Rico? 

8.  Tell  about  the  assassination  of  President  McKinley. 

9.  What  kind  of  government  did  the  Americans  establish  in  the  Philip 

pine  Islands   after  the   Spanish- American  War?     How  are  these 
islands  governed  now  ? 

10.  Explain  the  policy  of  the  "  Open  door."    What  is  meant  by  the  ter 

ritorial  integrity  of  China  ? 

11.  Give  a  brief  account  of  the  government  of  Cuba  since  the  Spanish- 

American  War. 

12.  Explain  the  following:   The  Hay-Pauncefote  Treaty,  the  Isthmian 

Canal  Act,  the  revolution  in  Panama,  and  the  treaty  with  Panama. 

13.  Name  in  order  the  Presidents  of  the  United  States. 


CHAPTER   XXIV 


SOME   SOCIAL,   ECONOMIC,   AND   POLITICAL  CONDITIONS    AND 
PROBLEMS   OF   THE   PRESENT 

REFERENCES :  Scribner's  Popular  History  of  the  United  States,  V. ;  An- 
drews's  Last  Quarter  Century,  H. 

OUTSIDE  READINGS:  Boone's  Education  in  the  United  States;  Tyler's 
History  of  American  Literature ;  Richardson's  American  Literature ;  Stedman's 
Poets  of  America0  Hudson's  Historv  of  Journalism  in  America;  various  mag 
azine  articles. 

432.  The  Natural  Advantages  of  the  United  States. 
— As  the  United  States  in  its  vast  extent  has  many  vari 
eties  of  soil  and  cli 
mate,  its  produc 
tions  also  are  varied. 
Our  coasts  offer 
valuable  fisheries, 
and  the  prairies  fur 
nish  excellent  past 
urage  for  sheep  and 
cattle.  Extensive 
areas  of  forest  lands 
supply  the  best  tim 
ber,  and  rich  min 
eral  deposits  of  gold, 
silver,  iron,  and  coal 
lie  imbedded  in  the 
mountain  regions. 
Our  coal  supply  is 
many  times  greater  A  CROWDED  STREET  IN  A  TENEMENT  DISTRICT. 

than    that    Of    all    EU-       Copyright,  1002,  by  Underwood  &  Underwood,  New  York. 

427 


42i 


HISTORY  OF  THE  UNITED   STATES 


TRANSPORTATION  IN  A  LARGE 
CITY,  SHOWING  ELEVATED 
ROAD,  SURFACE  LINE  AND 
SUBWAY. 


rope,  including'  Eng 
land.  From  all  these 
sources  we  get  abun 
dant  raw  material  with 
which  to  supply  our 
factories,  and  still  have 
some  things  to  spare  for  trade  in  foreign  markets. 

433-  City  Population  and  Municipal  Reform.— But  the 
growth  of  wealth  and  the  massing  of  population  in  great 
centres  have  brought  new  problems  to  the  front.  When 
the  Constitution  went  into  effect  in  1789,  only  about  three 
per  cent,  of  the  people  of  the  United  States  lived  in 
cities;  in  1900  over  thirty-one  per  cent,  were  in  cities  of 
8,000  inhabitants  and  upward.  The  immense  growth  of 
manufactures  and  commerce  largely  caused  this  change. 
The  massing  of  large  numbers  of  people  in  commercial  and 


CONDITIONS  AND   PROBLEMS   OF  THE  PRESENT     429 


manufacturing  centres  furnishes  a  difficult  political  prob 
lem.     Many  of  the  most  ignorant  foreign-born  voters  are 
found  in  such  centres,  and,  being  without  in-     Difficult  problem 
telligent  ideas  about  republican   institutions,     Jarg^city^ 
they    can    the    more    readily   be    induced    to     population. 
sell  their  votes.     As  the  strength  of  republican  institutions 
depends  upon  the  mo 
rality    and    intelligence 
of  the  people,  the  prac 
tice  of  buying  and  sell 
ing  votes  must  have  the 
effect  of  weakening  our 
municipal     institutions. 
But  a  widespread  move 
ment  in  the  interests  of 
better  city  government 
is   making   itself  felt 
more  and   more   every 
year. 

434-  Street  Rail 
ways  and  the  Cities. — 
The  crowding  of  popu 
lation    in    cities    is    not 
accidental  nor  a  condi 
tion  that  is  peculiar  to 

this  country.  It  results  from  the  building  up  of  multiplied 
industries  which  are  best  carried  on  by  great  bodies  of 
workmen.  But  while  these  many  industries  require  masses 
of  men,  the  city,  which  has  become  a  great  trade  and  manu 
facturing  centre,  cannot  supply  comfortable  homes  in  the 
vicinity  of  its  business. 

It  is  here  that  the  electric  railway  comes  in  to  unite  the 
city  and  the  country.  These  railways  make  it  possible  for 
the  wage-earner  to  return  at  night,  after  his  day's  labor,  to 
the  fresh  air  and  wholesome  surroundings  of  the  country, 
where  his  family  can  live  much  more  comfortably  and  at 
much  less  expense  than  in  the  crowded  city. 

435-  Education. — All  our  material  advantages  would  be 


NEW    STEEL   TOWER    BRIDGE    ACROSS   THE   EAST 
RIVER,    NEW    YORK. 

Copyright,  IQO4,  by  Underwood   &*  Underwood, 
New  York, 


430 


HISTORY  OF  THE  UNITED   STATES 


worth  little  without  a  moral  and  intelligent  people  to  make 
a  proper  use  of  them.  For  this  reason  the  United  States 
has  been  among  the  foremost  countries  of  the  world  in 
educating  its  citizens.  From  the  earliest  colonial  times 
Liberal  provision  Americans  have  shown  a  great  interest  in  the 
made  for  public  education  of  their  children.  The  famous  Ordi 
nance  of  1787  set  aside  one  section  of  every 
township  for  the  support  of  public  schools,  and  all  the 
newer  States  use  the  proceeds  of  two  sections  in  every 


WASHINGTON    IRVING. 


JAMES   FENIMORE   COOPER. 


township  as  a  public-school  fund.  Every  State  and  organ 
ized  territory  in  the  Union  now  has  its  system  of  public 
schools.  The  number  of  pupils  enrolled  in  1900  in  the  ele 
mentary  and  high  common  schools  was  more  than  15,000,000. 
As  a  natural  result  of  such  a  system  the  progress  of  educa 
tion  iu  the  United  States  has  been  wonderful. 

The  people  have  shown  much  interest  in  higher  educa 
tion  also.  The  number  of  colleges  and  universities  in  the 
Interest  in  United  States  is  now  nearly  five  hundred,1 

higher  education  ancj  their  grounds,  buildings,  and  productive 
funds  are  valued  at  hundreds  of  millions  of  dollars.  Be* 

1  Many  of  these,  however,  are  colleges  only  in  name. 


CONDITIONS  AND  PROBLEMS  OF  THE  PRESENT     43 l 


sides  colleges  and  universities  there  are  many  professional 
and  scientific  schools. 

Many  of  these  higher  institutions  of  learning  have  been 
established  by  gifts  and  bequests  of  rich  men  and  women, 
who  have  given  of  their  abundance  not  only  Education  of  the 
for  the  development  of  good  and  strong  minds,  weak  and  help, 
but  also  for  the  training  and  support  of  the 
weak  and  helpless  classes  of  society.  There  are  in  the 
United  States  over  one  hundred  and  forty  institutions  for 


W.  C.  BRYANT. 


NATHANIEL  HAWTHORNE. 


those  classes  of  the  community  that  require  help.  No  other 
people  has  done  so  much  to  educate  the  masses  and  to  make 
better  the  condition  of  the  weak  and  the  suffering. 

436  Newspapers  and  Periodicals. — The  high  average 
of  intelligence  in  the  United  States  has  created  a  great  de 
mand  for  newspapers  and  magazines.  There  are  now  over 
twenty  thousand  of  them,  sending  out  more  than  three 
thousand  million  copies  a  year.  They  have  become  an  im 
mense  educational  force,  giving  the  people  a  keener,  more 
intelligent  interest  in  public  affairs. 

437-  Literature. — For  a  long  time  after  the  settlement  of 
the  English  colonies  the  people  were  too  busy  with  the 


432 


HISTORY   OF   THE  UNITED   STATES 


work  of  clearing  the  land  and  building  suitable  homes 
to  produce  any  literature.  Washington  Irving,  born  the 
same  year  that  the  Revolution  was  brought  to  a  close, 
first  attracted  public  attention  by  his  Knickerbocker  History 
of  New  York.  He  has  rightly  been  called  the  "  Father  of 
American  Literature."  J.  Fenimore  Cooper,  his  contem- 
irving,  cooper.  porary,  was  the  first  American  novelist.  He 
and  Bryant.  wrote  the  first  sea-story  that  attracted  the 

attention  of  the  world,  and  was  author  of  the  famous  Leather- 
stocking  Tales,  describing  the  life  of  the  American  Indian. 


RALPH    WALDO   EMERSON. 


JOHN   GREENLEAF   WHITTIER. 


These  stories  were  written  with  such  freshness  and  origi 
nality  that  they  were  eagerly  read  in  many  countries.  Our 
first  poet  to  be  recognized  in  England,  William  Cuilen 
Bryant,  belonged  to  the  same  period.  He  came  into  fame 
by  his  well-known  poem,  Thanatofsis,  written  when  he  was 
nineteen. 

Among  the  familiar  names  of  later  American  literature 
are  the  following  :  poets,  Henry  Wadsworth  Longfellow, 
other  familiar  Jonn  Grecnleaf  Whittier,  Oliver  Wendell 
names  in  Amer-  Holmes,  Edgar  Allan  Poe,  Ralph  Waldo 
ican literature  Emerson,  and  James  Russell  Lowell;  essay- 
ists,  Emerson  and  Lowell ;  novelists,  Nathaniel  Hawthorne, 


CONDITIONS   AND   PROBLEMS   OF   THE   PRESENT     433 


THE   LOUISIANA    PURCHASE   EXPOSITION,    ST.    LOUIS,    1904.       ONE    OF   THE 
BRIDGES    AND    LAGOONS,    WITH   THE    PALACE    OF   EDUCATION. 

Copyright,  1904,  by  Louisiana  Purchase  Exposition  Coa 

W.  D.  Howells,  Henry  James,  Harriet  Beecher  Stowe; 
historians,  George  Bancroft,  John  LothrojD  Motley,  William 
H.  Prescott,  and  Francis  Parkman.  Much  excellent  work 
has  been  done  by  living  writers,  especially  in  the  depart 
ment  of  American  History,  and  this  work  is  coming  from 
all  parts  of  the  country. 

438.  Problems  of  the  Hour. — The  great  educational  in 
fluences  coming  from  the  public  schools,  from  higher  in 
stitutions  of  learning,  from  the  newspapers  and  periodicals, 
and  from  the  reading  and  study  of  good  literature,  are  pre 
paring  the  people  rightly  to  solve  the  problems  of  the 
hour.  These  problems  include  the  Indian  question,  the 
race  problem  in  the  South,  temperance  reform,  ballot  re 
form,  immigration,  the  tariff,  trusts,  the  money  question, 
civil  service  reform,  woman  suffrage,  and  the  strife  between 
labor  and  capital.  The  right  solution  of  these  difficult 


434 


HISTORY  OF   THE   UNITED   STATES 


THE    CAPITOL,    WASHINGTON,    D.    C. 

problems  demands  intelligence,  patience,  and  conscientious 
effort.  We  must  take  time  to  study  them,  and  we  must  try 
to  look  at  them  from  more  than  one  point  of  view.  If  we 
approach  them  with  a  broad  and  generous  spirit,  with  an 
earnest  desire  to  find  out  the  truth,  we  shall  be  more  likely 
to  understand  them  and  to  take  the  proper  steps  to  a  satis 
factory  solution. 

439-  Relation  of  the  Individual  Citizen  to  the  State.— 
The  character  of  the  State  is  determined  bv  the  character 
of  its  citizens.  We  should  never  forget  that  a  vast  ter 
ritory  like  ours,  with  all  its  wealth,  is  not  necessarily  great. 
The  greatness  of  a  country  is  not  measured  by  what  it  has 
in  land,  productions,  trades,  and  educational  institutions, 
but  by  what  its  people  are.  If  they  are  intelligent  and 
patriotic,  ready  at  all  times  to  do  their  duty  in  the  interest 
of  the  public  good,  their  future  is  assured. 

You,  my  young  reader,  owe  much  to  your  country  for 
America  means  what  it  has  done  for  you.  It  has  been  said 
opportunity.  that  America  means  opportunity.  It  does. 
It  means  opportunity  to  get  wealth,  power,  influence,  and 


CONDITIONS  AND   PROBLEMS   OF  THE   PRESENT     435 

honor.  It  means  opportunity  to  make  the  most  of  your 
powers  of  body  and  mind.  But,  more  than  all  else,  it 
means  opportunity  to  make  the  institutions  of  your  country 
better  by  honest,  faithful  service,  and  sincere  efforts  to 
know  the  truth. 

Charles  Sumner  said  of  our  national  flag:  "The  stripes 
of  alternate  red  and  white  proclaim  the  original  union  of 
thirteen  States  to  maintain  the  Declaration  of  Independence. 
Its  stars,  white  on  a  field  of  blue,  proclaim  the  union  of 
States  constituting  our  national  constellation,  which  re 
ceives  a  new  star  with  every  new  State.  These  two  signif3^ 
union,  past  and  present.  The  very  colors  have  a  language 
which  was  officially  recognized  by  our  fathers.  White  is 
for  purity,  red  for  valor,  blue  for  justice." 

"  I  pledge  allegiance  to  my  flag  and  the  republic  for 
which  it  stands,  one  nation,  indivisible,  with  liberty  and 
justice  for  all." 


436  HISTORY   OF  THE  UNITED  STATES 


TO  THE  PUPIL 

1.  What  is  meant  by  municipal  reform,  and  why  is  it  needed  ?    What  are 

the  advantages  of  street  railways  in  our  cities  ? 

2.  What  liberal  provision  has  been  made  for  public  schools  in  this  coun 

try  ? 

3.  What  are  some  of  the  familiar  names  in  American  literature  ?    Name 

some  of  the  problems  of  the  hour. 

4.  What  is  the  relation  of  an  individual  citizen  to  the  state  ? 

5.  Before  laying  aside  the  study  of  this  history  learn  the  symbolism,  as 

given  by  Charles  Sumner,  of  the  colors  of  the  "Stars  and  Stripes," 
and  memorize  the  "pledge." 


CHRONOLOGY 

1867.  March    I,   NEBRASKA   ADMITTED   TO   THE   UNION. 

1868.  July    28,   FOURTEENTH   AMENDMENT   ADOPTED. 

1869.  March    4,   ULYSSES    S.    GRANT   INAUGURATED    PRESIDENT. 
May    10,    FIRST    PACIFIC   RAILROAD   COMPLETED. 

1870.  March  30,  FIFTEENTH  AMENDMENT  RATIFIED. 

THE   NINTH   CENSUS,   SHOWING   A   POPULATION   OF    38,558,371. 

1871.  January ',  ALL   STATES   AGAIN    REPRESENTED   IN   CONGRESS. 
1873.   February,  LAW   PASSED   DEMONETIZING    SILVER. 

March    4,   ULYSSES    S.   GRANT   INAUGURATED   PRESIDENT. 
FINANCIAL   PANIC. 

1876.  CENTENNIAL   EXPOSITION  AT  PHILADELPHIA. 
FIRST   TELEPHONE   PATENTED. 

August   I,  COLORADO   ADMITTED   TO   THE    UNION. 

1877.  March  4,  RUTHERFORD  B.  HAYES  INAUGURATED  PRESIDENT. 

July,  GREAT   RAILROAD    STRIKE   IN   PITTSBURG. 

1878.  February,  BLAND-ALLISON   SILVER   BILL  PASSED. 
ELECTRIC   LIGHT   INVENTED. 

1879.  January   I,  RESUMPTION   OF  SPECIE  PAYMENTS. 

1880.  THE   TENTH   CENSUS,   SHOWING   A   POPULATION   OF    50,155,783. 

1881.  March  4,  JAMES  A.  GARFIELD  INAUGURATED  PRESIDENT. 
September  22,  CHESTER  A.  ARTHUR  FORMALLY  INAUGURATED. 

1883.  LETTER   POSTAGE   REDUCED   TO   TWO   CENTS. 

1884.  December,  NEW  ORLEANS  EXPOSITION  OPENED. 

1885.  March  4,  GROVER  CLEVELAND  INAUGURATED  PRESIDENT. 

1889.   March   4,   BENJAMIN   HARRISON   INAUGURATED   PRESIDENT. 
April   22,    OKLAHOMA   OPENED   TO    SETTLERS. 
PAN-AMERICAN   CONGRESS   MET   IN    WASHINGTON. 
November    2,   NORTH   DAKOTA   ADMITTED    TO   THE   UNION. 

November  2,  SOUTH  DAKOTA  ADMITTED  TO  THE  UNION. 
November  8,  MONTANA  ADMITTED  TO  THE  UNION. 
November  n,  WASHINGTON  ADMITTED  TO  THE  UNION. 


CONDITIONS   AND    PROBLEMS    OF    THE    PRESENT      437 

1890.    DEPENDENT    PENSIONS    ACT   BECAME    A    LAW. 
July    3,    IDAHO    ADMITTED    TO    THE    UNION. 
July    10,    WYOMING    ADMITTED    TO    THE    UNION. 
MCKINLEY   TARIFF    BILL    BECAME    A    LAW. 
SHERMAN    SILVER    PURCHASE    LAW    PASSED. 
THE    ELEVENTH    CENSUS,    SHOWING    A    POPULATION    OF    62,622,250. 

1893.  January    14,    REVOLUTION   IN   HAWAII. 

March    4,    GROVER    CLEVELAND    INAUGURATED    PRESIDENT. 
May    I,    COLUMBIAN    WORLD'S    FAIR   OPENED    AT    CHICAGO. 

1894.  June  4,  PULLMAN  BOYCOTT. 

August   27,    THE    WILSON    BILL    BECAME    A    LAW. 

1895.  December   17,  PRESIDENT  CLEVELAND'S  VENEZUELA  MESSAGE. 

1897.  March  4,  WILLIAM  MCKINLEY  INAUGURATED  PRESIDENT. 

July    24,    DINGLE Y    TARIFF    BILL    BECAME    A    LAW. 

1898.  April   25,    CONGRESS    DECLARES    WAR    TO    EXIST    WITH    SPAIN. 

May  i,  DEWEY'S  VICTORY  AT  MANILA. 

July    I,    BATTLE    OF    SANTIAGO. 

July  3,  CERVERA'S  FLEET  DESTROYED. 

1899.  February  6,  TREATY  OF  PEACE  WITH  SPAIN  RATIFIED. 

1900.  THE    TWELFTH    CENSUS,    SHOWING    A    POPULATION    OF    75,568,686. 

1901.  March  4,  WILLIAM  MCKINLEY  INAUGURATED  PRESIDENT. 

July    I,    CIVIL    GOVERNMENT    ESTABLISHED    IN    THE    PHILIPPINE    ISLANDS. 

September  14,  THEODORE  ROOSEVELT  INAUGURATED  PRESIDENT. 

HAY-PAUNCEFOTE    TREATY    SIGNED. 

1902.  May    20,    NEW    CUBAN    GOVERNMENT    FORMALLY   INAUGURATED. 
THE    ISTHMIAN    CANAL    ACT. 

1903.  November   3,   THE   REVOLUTION   IN    PANAMA. 

November    18,   THE   CANAL   TREATY    WITH    PANAMA    SIGNED. 


APPENDIX  A 
THE   DECLARATION   OF   INDEPENDENCE 

IN   CONGRESS,   JULY  4,  1776 

THE  following  preamble  and  specifications,  known  as  the  Declaration  of  Inde 
pendence,  accompanied  the  resolution  of  Richard  Henry  Lee,  which  was  adopted  by 
Congress  on  the  2d  day  of  July,  1776.  This  declaration  was  agreed  to  on  the  4th, 
and  the  transaction  is  thus  recorded  in  the  Journal  for  that  day : 

"  Agreeably  to  the  order  of  the  day,  the  Congress  resolved  itself  into  a  committee 
of  the  whole,  to  take  into  their  further  consideration  the  Declaration  ;  and,  after 
some  time,  the  president  resumed  the  chair,  and  Mr.  Harrison  reported  that  the 
committee  had  agreed  to  a  Declaration,  which  they  desired  him  to  report.  7^he 
Declaration  being  read,  was  agreed  to  as  follows  :  " 

A   DECLARATION   BY  THE   REPRESENTATIVES   OF  THE  UNITED 
STATES  OF  AMERICA,  IN  CONGRESS  ASSEMBLED. 

When,  in  the  course  of  human  events,  it  becomes  necessary  for  one  people  to 
dissolve  the  political  bands  which  have  connected  them  with  another,  and  to  as 
sume,  among  the  powers  of  the  earth,  the  separate  and  equal  station  to  which  the 
laws  of  nature  and  of  nature's  God  entitle  them,  a  decent  respect  to  the  opinions 
of  mankind  requires  that  they  should  declare  the  causes  which  impel  them  to  the 
separation. 

We  hold  these  truths  to  be  self-evident — that  all  men  are  created  equal ;  that 
they  are  endowed  by  their  Creator  with  certain  inalienable  rights  ;  that  among  these 
are  life,  liberty,  and  the  pursuit  of  happiness.  That,  to  secure  these  rights,  gov 
ernments  are  instituted  among  men,  deriving  their  just  powers  from  the  consent  of 
the  governed ;  that,  whenever  any  form  of  government  becomes  destructive  of 
these  ends,  it  is  the  right  of  the  people  to  alter  or  abolish  it,  and  to  institute  a  new 
government,  laying  its  foundations  on  such  principles,  and  organizing  its  powers 
in  such  form,  as  to  them  shall  seem  most  likely  to  effect  their  safety  and  happiness. 
Prudence,  indeed,  will  dictate  that  governments  long  established  should  not  be 
changed  for  light  and  transient  causes  ;  and,  accordingly,  all  experience  hath  shown 
that  mankind  are  more  disposed  to  suffer,  while  evils  are  sufferable,  than  to  right 
themselves  by  abolishing  the  forms  to  which  they  are  accustomed.  But  when  a 

439  - 


44°  APPENDIX  A 

long  train  of  abuses  and  usurpations,  pursuing  invariably  the  same  object,  evinces 
a  design  to  reduce  them  under  absolute  despotism,  it  is  their  right,  it  is  their  duty, 
to  throw  off  such  government,  and  to  provide  new  guards  for  their  future  security. 
Such  has  been  the  patient  sufferance  of  these  colonies,  and  such  is  now  the  necessity 
which  constrains  them  to  alter  their  former  systems  of  government.  The  history 
of  the  present  king  of  Great  Britain  is  a  history  of  repeated  injuries  and  usurpations, 
all  having  in  direct  object  the  establishment  of  an  absolute  tyranny  over  these 
States.  To  prove  this,  let  facts  be  submitted  to  a  candid  world. 

1.  He  has  refused  his  assent  to  laws  the  most  wholesome  and  necessary  for 
the  public  good. 

2.  He  has  forbidden  his  governors  to  pass  laws  of  immediate  and  pressing  im 
portance,  unless  suspended  in  their  operations  till  his  assent  should  be  obtained  ; 
and,  when  so  suspended,  he  has  utterly  neglected  to  attend  to  them. 

3.  He  has  refused  to  pass  other  laws  for  the  accommodation  of  large  districts 
of  people,  unless  those  people  would  relinquish  the  right  of  representation  in  the 
Legislature — a  right  inestimable  to  them,  and  formidable  to  tyrants  only. 

4.  He  has  called  together  legislative  bodies  at  places  unusual,  uncomfortable, 
and  distant  from  the  repository  of  their  public  records,  for  the  sole  purpose  of 
fatiguing  them  into  compliance  with  his  measures. 

5.  He  has  dissolved  representative  houses  repeatedly,  for  opposing,  with  manly 
firmness,  his  invasions  on  the  rights  of  the  people. 

6.  He  has  refused,  for  a  long  time  after  such  dissolutions,  to  cause  others  to  be 
elected,  whereby  the  legislative  powers,  incapable  of  annihilation,  have  returned  to 
the  people  at  large  for  their  exercise ;  the  State  remaining,  in  the  meantime,  ex 
posed  to  all  the  dangers  of  invasions  from  without  and  convulsions  within. 

7.  He  has  endeavored  to  prevent  the  population  of  these  States  ;   for  that  pur 
pose  obstructing  the  laws  for  the  naturalization  of  foreigners  ;  refusing  to  pass 
others  to  encourage  their  migration  hither,  and  raising  the  conditions  of  new  appro 
priations  of  lands. 

8.  He  has  obstructed  the  administration  of  justice,  by  refusing  his  assent  to 
laws  for  establishing  judiciary  powers. 

9.  He  has  made  judges  dependent  on  his  will  alone  for  the  tenure  on  their  offices, 
and  the  amount  and  payment  of  their  salaries. 

10.  He  has  erected  a  multitude  of  new  offices,  and  sent  hither  swarms  of  officers, 
to  harass  our  people  and  eat  out  their  substance. 

11.  He  has  kept  among  us  in  times  of  peace,  standing  armies,  without  the  con 
sent  of  our  Legislatures. 

12.  He  has  affected  to  render  the  military  independent  of,  and  superior  to,  the 
civil  power. 

13.  He  has  combined  with  others  to  subject  us  to  a  jurisdiction  foreign  to  our 
constitutions,  and  unacknowledged  by  our  laws;   giving  his  assent  to  their  acts  of 
pretended  legislation  ; 

14.  For  quartering  large  bodies  of  armed  troops  among  us; 

15.  For  protecting  them,  by  a  mock  trial,  from  punishment  for  any  murders 
which  they  should  commit  on  the  inhabitants  of  these  States ; 


THE  DECLARATION  OF  INDEPENDENCE  441 

16.  For  cutting  off  our  trade  with  all  parts  of  the  world ; 

17.  For  imposing  taxes  on  us  without  our  consent ; 

18.  For  depriving  us,  in  many  cases,  of  the  benefits  of  a  trial  by  jury; 

19.  For  transporting  us  beyond  seas,  to  be  tried  for  pretended  offenses; 

20.  For  abolishing  the  free  system  of  English  laws  in  a  neighboring  province, 
establishing  therein  an  arbitrary  government,  and  enlarging  its  boundaries,  so  as  to 
render  it  at  once  an  example  and  fit  instrument  for  introducing  the  same  absolute 
rule  into  these  colonies  ; 

21.  For  taking  away  our  charters,  abolishing  our  most  valuable  laws,  and  alter- 
ing,  fundamentally,  the  forms  of  our  governments  ; 

22.  For  suspending  our  own  Legislatures,  and  declaring  themselves  invested 
with  power  to  legislate  for  us  in  all  cases  whatsoever. 

23.  He  has  abdicated  government  here,  by  declaring  us  out  of  his  protection, 
and  waging  war  against  us. 

24.  He  has  plundered  our  seas,  ravaged  our  coasts,  burned  our  towns,  and  de 
stroyed  the  lives  of  our  people. 

25.  He  is  at  this  time  transporting  large  armies  of  foreign  mercenaries  to  com- 
plete  the  works  of  death,  desolation  and  tyranny,  already  begun  with  circumstances 
of  cruelty  and  perfidy  scarcely  paralleled  in  the  most  barbarous  ages,  and  totally  un 
worthy  the  head  of  a  civilized  nation. 

26.  He  has  constrained  our  fellow-citizens,  taken  captive  on  the  high  seas,  to 
bear  arms  against  their  country,  to  become  the  executioners  of  their  friends  and 
brethren,  or  to  fall  themselves  by  their  hands. 

27.  He  has  excited  domestic   insurrection   among  us,  and  has  endeavored  to 
bring  on  the  inhabitants  of  our  frontiers  the  merciless  Indian  savages,  whose  known 
rule  of  warfare  is  an  undistinguished  destruction  of  all  ages,  sexes,  and  conditions. 

In  every  stage  of  these  oppressions  we  have  petitioned  for  redress  in  the  most 
humble  terms ;  our  repeated  petitions  have  been  answered  only  by  repeated  injury. 

A  prince  whose  character  is  thus  marked  by  every  act  which  may  define  a  tyrant, 
is  unfit  to  be  the  ruler  of  a  free  people. 

Nor  have  we  been  wanting  in  our  attentions  to  our  British  brethren.  We  have 
warned  them,  from  time  to  time,  of  attempts  by  their  legislature  to  extend  an  un 
warrantable  jurisdiction  over  us.  We  have  reminded  them  of  the  circumstances  of 
our  emigration  and  settlement  here.  We  have  appealed  to  their  native  justice  and 
magnanimity,  and  we  have  conjured  them  by  the  ties  of  our  common  kindred  to 
disavow  these  usurpations,  which  would  inevitably  interrupt  our  connections  and 
correspondence.  They,  too,  have  been  deaf  to  the  voice  of  justice  and  of  consan 
guinity.  We  must,  therefore,  acquiesce  in  the  necessity  which  denounces  our  sep 
aration,  and  hold  them  as  we  hold  the  rest  of  mankind — enemies  in  war  ;  in  peace, 
friends. 

We,  therefore,  the  representatives  of  the  United  States  of  America  in  general 
Congress  assembled,  appealing  to  the  Supreme  Judge  of  the  world  for  the  recti 
tude  of  our  intentions,  do,  in  the  name  and  by  the  authority  of  the  good  people 
of  these  colonies,  solemnly  publish  and  declare  that  these  united  colonies  arc, 
and  of  right  ought  to  be,  free  and  independent  States  ;  that  they  are  absolved 


442 


APPENDIX  A 


from  all  allegiance  to  the  British  crown,  and  that  all  political  connection  between 
them  and  the  state  of  Great  Britain  is,  and  ought  to  be,  totally  dissolved,  and 
that,  as  free  and  independent  States,  they  have  full  power  to  levy  war,  conclude 
peace,  contract  alliances,  establish  commerce,  and  do  all  other  acts  and  things 
which  independent  States  may  of  right  do.  And  for  the  support  of  this  Declaration, 
with  a  firm  reliance  on  the  protection  of  Divine  Providence,  we  mutually  pledge  to 
each  other  our  lives,  our  fortunes,  and  our  sacred  honor. 

The  foregoing  declaration  was,  by  order  of  Congress,  engrossed,  and  signed  by 
the  following  members : 

JOHN    HANCOCK. 


NEW    HAMPSHIRE. 
JOSIAH  BARTLETT, 
WILLIAM  WHIPPLE, 
MATTHEW  THORNTON. 

MASSACHUSETTS  BAY 

SAMUEL  ADAMS, 
JOHN  ADAMS, 
ROBERT  TREAT  PAINE, 
ELBRIDGE  GERRY. 


RHODE   ISLAND. 

STEPHEN  HOPKINS, 
WILLIAM  ELLERY. 


CONNECTICUT. 
ROGER  SHERMAN, 
SAMUEL  HUNTINGTON, 
WILLIAM  WILLIAMS, 
OLIVER  WOLCOTT. 


NEW   YORK. 
WILLIAM  FLOYD, 
PHILIP  LIVINGSTON, 
FRANCIS  LEWIS, 
LEWIS  MORRIS. 


NEW  JERSEY. 
RICHARD  STOCKTON, 
JOHN  WITHERSPOON, 
FRANCIS  HOPKINSON, 
JOHN  HART, 
ABRAHAM  CLARK. 

PENNSYLVANIA. 

ROBERT  MORRIS, 
BENJAMIN  RUSH, 
BENJAMIN  FRANKLIN, 
JOHN  MORTON, 
GEORGE  CLYMER, 
JAMES  SMITH, 
GEORGE  TAYLOR, 
JAMES  WILSON, 
GEORGE  Ross. 

DELAWARE 

OESAR  RODNEY, 
GEORGE  READ, 
THOMAS  M'KEAN. 

MARYLAND. 
SAMUEL  CHASE, 
WILLIAM  PACA, 
THOMAS  STONE, 
CHARLES  CARROLL  of 

Carrollton. 


VIRGINIA. 

GEORGE  WYTHE, 
RICHARD  HENRY  LEE, 
THOMAS  JEFFERSON, 
BENJAMIN  HARRISON, 
THOMAS  NELSON,  JUN., 
FRANCIS  LIGHTFOOT  LEE 
CARTER  BRAXTON. 

NORTH    CAROLINA. 
WILLIAM  HOOPER, 
JOSEPH  HEWES, 
JOHN  PENN. 

SOUTH    CAROLINA. 
EDWARD  RUTLEDGE, 
THOMAS  HEYWARD,  JUN 
THOMAS  LYNCH,  JUN., 
ARTHUR  MIDDLETON. 

GEORGIA. 
BUTTON  GWINNETT, 
LYMAN  HALL, 
GEORGE  WALTON. 


APPENDIX  B 


A  CHART   ON   THE  CONSTITUTION 


Some  Steps  toward  the 
Constitution.. . 


New  England  Confederation  (1643). 

Franklin's  Plan  of  Union  (1754). 

Stamp  Act  Congress  (1765). 

Committees  of  Correspondence  (1772). 

First  Meeting  of  the  Continental  Congress  (i774> 

Declaration  of  Independence  (1776). 

Adoption  of  Articles  of  Confederation  (1781). 

Annapolis  Convention  (1786). 

Constitutional  Convention  (1787). 


House  of  Represent 
atives..  . . 


Legislative   Depart-  * 
ment. . . , 


Manner  of  election. 

Term  of  office. 

Qualifications. 

Represents  the  people. 

Census. 

Apportionment. 

Speaker  the  Presiding  Officer. 

r  Number. 

I   Manner  of  election. 

I  Term  of  office. 

^Senate I   Represents  the  States. 

I  Qualifications. 

I  Sole  power  to  try  impeachments. 

'  Vice-President  the  Presiding  Office: 


President. 


Executive     Depart 
ment.. 


ICabinet . . 


C  Term  of  office. 
I  Manner  of  election. 
-I  Qualifications. 
Oath  of  office. 
^  Impeachment. 

{Manner  of  appointment. 
Number. 
Duties. 


Judicial  Department/ 


fjudges 


^Courts 


{Manner  of  appointment. 
Number. 
Term  of  office. 


Supreme. 

Circuit. 

District. 


443 


444 


APPENDIX  B 


Congress, 


Time  of  meeting.          Congress  has  power — 
Quorum.  To  lay  taxes. 

Adjournment.  To  borrow  money. 

Journal.  To  regulate  commerce. 

How  a  Bill  becomes        To  naturalize  foreigners. 
a  Law.  To  coin  money. 

To  fix  standard  of  weights  and  measures. 

To  establish  post-offices. 

To  declare  war. 

To  raise  and  support  armies. 

To  provide  and  maintain  a  navy. 

To  maintain  light-houses. 

To  make  new  States. 


Commander  in-Chief  of 

the  army  and  navy. 
president's  I  With   the    advice    and 
Powers..^       consent   of  the   Sen 
ate     makes     treaties 
and  appoints 


f  Ambassadors. 
J   Ministers. 
}  Consuls. 
L  Judges. 


President's 
Duties.. 


Messages  to  Con 
gress.  Special 
sessions  of  Con 
gress.  Receives 
Ambassadors. 
Attends  to  ex 
ecution  of  laws. 


CONSTITUTION   OF   THE   UNITED   STATES 


WE,  the  People  of  the  United  States,  in  order  to  form  a  more  perfect  union, 
establish  justice,  insure  domestic  tranquillity,  provide  for  the  common  defence,  pro 
mote  the  general  welfare,  and  secure  the  blessings  of  liberty  to  ourselves  and  our 
posterity,  do  ordain  and  establish  this  CONSTITUTION  for  the  United  States  of 
America. 

ARTICLE    I. — Legislative  Department. 

SECTION  I.  All  legislative  powers  herein  granted  shall  be  vested  in  a  Con- 
gress  of  the  United  States,  which  shall  consist  of  a  Senate  and  House  of  Represent 
atives. 

SECTION  II.  CLAUSE  I.  The  House  of  Representatives  shall  be  composed 
of  members  chosen  every  second  year  by  the  people  of  the  several  States,  and  the 
electors  in  each  State  shall  have  the  qualifications  requisite  for  electors  of  the  most 
numerous  branch  of  the  State  Legislature. 

CLAUSE  2.  No  person  shall  be  a  representative  who  shall  not  have  attained  to 
the  age  of  twenty-five  years,  and  been  seven  years  a  citizen  of  the  United  States, 
and  who  shall  not,  when  elected,  be  an  inhabitant  of  that  State  in  which  he  shall  be 
chosen. 

CLAUSE  3.  Representatives  and  direct  taxes  shall  be  apportioned  among  the  sev 
eral  States  which  may  be  included  within  this  Union,  according  to  their  respective 


CONSTITUTION   OF  THE   UNITED   STATES  445 

numbers,1  which  shall  be  determined  by  adding  to  the  whole  number  of  free  persons, 
including  those  bound  to  service  for  a  term  of  years,  and  excluding  Indians  not  taxed, 
three  fifths  of  all  other  persons.  The  actual  enumeration  shall  be  made  within  three 
years  after  the  first  meeting  of  the  Congress  of  the  United  States,  and  within  every 
subsequent  term  of  ten  years,  in  such  manner  as  they  shall  by  law  direct.  The  num 
ber  of  representatives  shall  not  exceed  one  for  every  thirty  thousand,  but  each  State 
shall  have  at  least  one  representative ;  and  until  such  enumeration  shall  be  made, 
the  State  of  New  Hampshire  shall  be  entitled  to  choose  three;  Massachusetts,  eight ; 
Rhode  Island  and  Providence  Plantations,  one ;  Connecticut,  five  ;  New  York,  six  ; 
New  Jersey,  four  ;  Pennsylvania,  eight ;  Delaware,  one;  Maryland,  six  ;  Virginia, 
ten  ;  North  Carolina,  five ;  South  Carolina,  five  ;  and  Georgia,  three. 

CLAUSE  4.  When  vacancies  happen  in  the  representation  from  any  State,  the 
executive  authority  thereof  shall  issue  writs  of  election  to  fill  such  vacancies. 

CLAUSE  5.  The  House  of  Representatives  shall  choose  their  Speaker  and  other 
officers ;  and  shall  have  the  sole  power  of  impeachment. 

SECTION  III.— CLAUSE  I.  The  Senate  of  the  United  States  shall  be  com 
posed  of  two  senators  from  each  State,  chosen  by  the  Legislature  thereof,  for  six 
years  ;  and  each  senator  shall  have  one  vote. 

CLAUSE  2.  Immediately  after  they  shall  be  assembled  in  consequence  of  the  first 
election,  they  shall  be  divided  as  equally  as  may  be  into  three  classes.  The  seats  of 
the  senators  of  the  first  class  shall  be  vacated  at  the  expiration  of  the  second  year ; 
of  the  second  class,  at  the  expiration  of  the  fourth  year ;  and  of  the  third  class,  at 
the  expiration  of  the  sixth  year,  so  that  one  third  may  be  chosen  every  second  year ; 
and  if  vacancies  happen  by  resignation,  or  otherwise,  during  the  recess  of  the  Legis 
lature  of  any  State,  the  executive  thereof  may  make  temporary  appointments  until 
the  next  meeting  of  the  Legislature,  which  shall  then  fill  such  vacancies. 

CLAUSE  3.  No  person  shall  be  a  senator  who  shall  not  have  attained  to  the  age 
of  thirty  years,  and  been  nine  years  a  citizen  of  the  United  States,  and  who  shall  not, 
when  elected,  be  an  inhabitant  of  that  State  for  which  he  shall  be  chosen. 

CLAUSE  4.  The  Vice-President  of  the  United  States  shall  be  president  of  the 
Senate,  but  shall  have  no  vote,  unless  they  be  equally  divided. 

CLAUSES.  The  Senate  shall  choose  their  other  officers,  and  also  a  president  pro 
tempore,  in  the  absence  of  the  Vice-President,  or  when  he  shall  exercise  the  office  of 
President  of  the  United  States. 

CLAUSE  6.  The  Senate  shall  have  the  sole  power  to  try  all  impeachments. 
When  sitting  for  that  purpose,  they  shall  be  on  oath  or  affirmation.  When  the 
President  of  the  United  States  is  tried,  the  Chief- Justice  shall  preside ;  and  no 
person  shall  be  convicted  without  the  concurrence  of  two  thirds  of  the  members 
present. 

CLAUSE  7.  Judgment  in  cases  of  impeachment  shall  not  extend  further  than  to 
removal  from  office,  and  disqualification  to  hold  and  enjoy  any  office  of  honor,  trust, 
or  profit  under  the  United  States ;  but  the  party  convicted  shall  nevertheless  be 

i  Under  the  census  of  1900  one  representative  is  apportioned  to  every  199,102  people. 


446  APPENDIX   B 

liable  and  subject  to  indictment,  trial,  judgment,   and  punishment,  according   to 
law. 

SECTION  IV. — CLAUSE  I.  The  times,  places,  and  manner  of  holding  elections 
for  senators  and  representatives  shall  be  prescribed  in  each  State  by  the  Legislature 
thereof ;  but  the  Congress  may  at  any  time,  by  law,  make  or  alter  such  regulations, 
except  as  to  the  places  of  choosing  senators. 

CLAUSE  2.  The  Congress  shall  assemble  at  least  once  in  every  year,  and  such 
meeting  shall  be  on  the  first  Monday  in  December,  unless  they  shall  bylaw  appoint 
a  different  day. 

SECTION  V.— CLAUSE  i.  Each  House  shall  be  the  judge  of  the  elections,  re 
turns,  and  qualifications  of  its  own  members,  and  a  majority  of  each  shall  constitute 
a  quorum  to  do  business  ;  but  a  smaller  number  may  adjourn  from  day  to  day,  and 
may  be  authorized  to  compel  the  attendance  of  absent  members,  in  such  manner, 
and  under  such  penalties,  as  each  house  may  provide. 

CLAUSE  2.  Each  House  may  determine  the  rules  of  its  proceedings,  punish  its 
members  for  disorderly  behavior,  and  with  the  concurrence  of  two  thirds,  expel  a 
member. 

CLAUSE  3.  Each  House  shall  keep  a  journal  of  its  proceedings,  and  from  time  to 
time  publish  the  same,  excepting  such  parts  as  may  in  their  judgment  require 
secrecy,  and  the  yeas  and  nays  of  the  members  of  either  House  on  any  question 
shall,  at  the  desire  of  one  fifth  of  those  present,  be  entered  on  the  journal. 

CLAUSE  4. — Neither  house,  during  the  session  of  Congress,  shall,  without  the 
consent  of  the  other,  adjourn  for  more  than  three  days,  nor  to  any  other  place  than 
that  in  which  the  two  Houses  shall  be  sitting. 

SECTION  VI. — CLAUSE  I.  The  senators  and  representatives  shall  receive  a 
compensation  for  their  services,  to  be  ascertained  by  law  and  paid  out  of  the  treas 
ury  of  the  United  States.  They  shall  in  all  cases,  except  treason,  felony,  and 
breach  of  the  peace,  be  privileged  from  arrest  during  their  attendance  at  the  ses 
sion  of  their  respective  Houses,  and  in  going  to  and  returning  from  the  same;  and 
for  any  speech  or  debate  in  either  House,  they  shall  not  be  questioned  in  any  other 
place. 

CLAUSE  2.  No  senator  or  representative  shall,  during  the  time  for  which  he  was 
elected,  be  appointed  to  any  civil  'office  under  the  authority  of  the  United  States, 
which  shall  have  been  created,  or  the  emoluments  whereof  shall  have  been  in 
creased,  during  such  time  ;  and  no  person  holding  any  office  under  the  United  States 
shall  be  a  member  of  either  House  during  his  continuance  in  office. 

SECTION  VII.— CLAUSE  I.  All  bills  for  raising  revenue  shall  originate  in  the 
House  of  Representatives ;  but  the  Senate  may  propose  or  concur  with  amendments, 
as  on  other  bills. 

CLAUSE  2.  Every  bill  which  shall  have  passed  the  House  of  Representatives 
and  the  Senate,  shall,  before  it  become  a  law,  be  presented  to  the  President  of  the 
United  States ;  if  he  approve,  he  shall  sign  it,  but  if  not,  he  shall  return  it,  with 


CONSTITUTION   OF  THE   UNITED   STATES  447 

his  objections,  to  that  house  in  which  it  shall  have  originated,  who  shall  enter  the 
objections  at  large  on  their  journal,  and  proceed  to  reconsider  it.  If  after  such  re 
consideration,  two  thirds  of  that  house  shall  agree  to  pass  the  bill,  it  shall  be  sent, 
together  with  the  objections,  to  the  other  house,  by  which  it  shall  likewise  be  recon 
sidered,  and  if  approved  by  two  thirds  of  that  house,  it  shall  become  a  law.  But  in 
all  such  cases  the  votes  of  both  houses  shall  be  determined  by  yeas  and  nays,  and 
the  names  of  the  persons  voting  for  and  against  the  bill  shall  be  entered  on  the 
journal  of  each  house  respectively.  If  any  bill  shall  not  be  returned  by  the  Presi 
dent  within  ten  days  (Sundays  excepted)  after  it  shall  have  been  presented  to  him, 
the  same  shall  be  a  law,  in  like  manner  as  if  he  had  signed  it,  unless  the  Congress 
by  their  adjournment  prevent  its  return,  in  which  case  it  shall  not  be  a  law. 

CLAUSE  3.  Every  order,  resolution,  or  vote  to  which  the  concurrence  of  the 
Senate  and  House  of  Representatives  may  be  necessary  (except  on  a  question  of 
adjournment)  shall  be  presented  to  the  President  of  the  United  States ;  and  before 
the  same  shall  take  effect,  shall  be  approved  by  him,  or  being  disapproved  by  him, 
shall  be  repassed  by  two  thirds  of  the  Senate  and  House  of  Representatives,  accord 
ing  to  the  rules  and  limitations  prescribed  in  the  case  of  a  bill. 

SECTION  VIII. — CLAUSE  i.  The  Congress  shall  have  power  to  lay  and  col. 
lect  taxes,  duties,  imposts,  and  excises,  to  pay  the  debts  and  provide  for  the  common 
defence  and  general  welfare  of  the  United  States  ;  but  all  duties,  imposts,  and  ex 
cises  shall  be  uniform  throughout  the  United  States  ; 

CLAUSE  2.   To  borrow  money  on  the  credit  of  the  United  States ; 

CLAUSE  3.  To  regulate  commerce  with  foreign  nations,  and  among  the  several 
States,  and  with  the  Indian  tribes  ; 

CLAUSE  4.  To  establish  an  uniform  rule  of  naturalization,  and  uniform  laws  on 
the  subject  of  bankruptcies  throughout  the  United  States ; 

CLAUSE  5.  To  coin  money,  regulate  the  value  thereof,  and  of  foreign  coin,  and 
fix  the  standard  of  weights  and  measures  ; 

CLAUSE  6.  To  provide  for  the  punishment  of  counterfeiting  the  securities  and 
current  coin  of  the  United  States ; 

CLAUSE  7.  To  establish  post-offices  and  post-roads ; 

CLAUSE  8.  To  promote  the  progress  of  science  and  useful  arts,  by  securing,  for 
limited  times,  to  authors  and  inventors  the  exclusive  right  to  their  respective  writings 
and  discoveries ; 

CLAUSE  9.  To  constitute  tribunals  inferior  to  the  Supreme  Court ; 

CLAUSE  10  To  define  and  punish  piracies  and  felonies  committed  on  the  high 
seas,  and  offences  against  the  law  of  nations ; 

CLAUSE  u.  To  declare  war,  grant  letters  of  marque  and  reprisal,  and  make 
rules  concerning  captures  on  land  and  water  ; 

CLAUSE  12.  To  raise  and  support  armies,  but  no  appropriation  of  money  to  that 
use  shall  be  for  a  longer  term  than  two  years  ; 

CLAUSE  13.   To  provide  and  maintain  a  navy; 

CLAUSE  14.  To  make  rules  for  the  government  and  regulation  of  the  land  and 
naval  forces ; 


448  APPENDIX  B 

CLAUSE  15.  To  provide  for  calling  forth  the  militia  to  execute  the  laws  of  the 
Union,  suppress  insurrections,  and  repel  invasions  ; 

CLAUSE  16.  To  provide  for  organizing,  arming,  and  disciplining  the  militia,  and 
for  governing  such  part  of  them  as  may  be  employed  in  the  service  of  the  United 
States,  reserving  to  the  States  respectively  the  appointment  of  the  officers,  and  the 
authority  of  training  the  militia  according  to  the  discipline  prescribed  by  Con 
gress  ; 

CLAUSE  17.  To  exercise  exclusive  legislation  in  all  cases  whatsoever  over  such 
district  (not  exceeding  ten  miles  square)  as  may,  by  cession  of  particular  States, 
and  the  acceptance  of  Congress,  become  the  seat  of  the  government  of  the  United 
States,  and  to  exercise  like  authority  over  all  places  purchased  by  the  consent  of  the 
Legislature  of  ihe  State  in  which  the  same  shall  be,  for  the  erection  of  forts,  maga 
zines,  arsenals,  dock-yards,  and  other  needful  buildings  ; — And 

CLAUSE  18.  To  make  all  laws  which  shall  be  necessary  and  proper  for  carrying 
into  execution  the  foregoing  powers,  and  all  other  powers  vested  by  this  Constitu 
tion  in  the  government  of  the  United  States,  or  in  any  department  or  officer 
thereof. 

SECTION  IX. — CLAUSE  I.  The  migration  or  importation  of  such  persons  as 
any  of  the  States  now  existing  shall  think  proper  to  admit,  shall  not  be  prohibited 
by  the  Congress  prior  to  the  year  one  thousand  eight  hundred  and  eight,  but  a  tax 
or  duty  may  be  imposed  on  such  importation,  not  exceeding  ten  dollars  for  each 
person. 

CLAUSE  2.  The  privilege  of  the  writ  of  habeas  corpus  shall  not  be  suspended, 
unless  when  in  cases  of  rebellion  or  invasion  the  public  safety  may  require  it. 

CLAUSE  3.   No  bill  of  attainder  or  ex  post  facto  law  shall  be  passed. 

CLAUSE  4.  No  capitation  or  other  direct  tax  shall  be  laid,  unless  in  proportion 
to  the  census  or  enumeration  hereinbefore  directed  to  be  taken. 

CLAUSE  5.   No  tax  or  duty  shall  be  laid  on  articles  exported  from  any  State. 

CLAUSE  6.  No  preference  shall  be  given  by  any  regulation  of  commerce  or  rev 
enue  to  the  ports  of  one  State  over  those  of  another  ;  nor  shall  vessels  bound  to,  or 
from,  one  State,  be  obliged  to  enter,  clear,  or  pay  duties  in  another. 

CLAUSE  7.  No  money  shall  be  drawn  from  the  treasury  but  in  consequence  of 
appropriations  made  by  law  ;  and  a  regular  statement  and  account  of  the  receipts 
and  expenditures  of  all  public  money  shall  be  published  from  time  to  time. 

CLAUSE  8.  No  title  of  nobility  shall  be  granted  by  the  United  States  :  And  no 
person  holding  any  office  of  profit  or  trust  under  them,  shall,  without  the  consent  of 
the  Congress,  accept  of  any  present,  emolument,  office,  or  title,  of  any  kind  what 
ever,  from  any  king,  prince,  or  foreign  State. 

SECTION  X. — CLAUSE  I.  No  State  shall  enter  into  any  treaty,  alliance,  or 
confederation ;  grant  letters  of  marque  and  reprisal ;  coin  money ;  emit  bills  of 
credit ;  make  any  thing  but  gold  and  silver  coin  a  tender  in  payment  of  debts;  pass 
any  bill  of  attainder,  tx  post  facto  law,  or  law  impairing  the  obligation  of  contracts, 
or  grant  any  title  of  nobility. 


CONSTITUTION   OF  THE  UNITED   STATES  449 

CLAUSE  2.  No  State  shall,  without  the  consent  of  the  Congress,  lay  any  impost 
or  duties  on  imports  or  exports,  except  what  may  be  absolutely  necessary  for  exe 
cuting  its  inspection  laws  ;  and  the  net  produce  of  all  duties  and  impost,  laid  by 
any  State  on  imports  or  exports,  shall  be  for  the  use  of  the  treasury  of  the  United 
States  ;  and  all  such  laws  shall  be  subject  to  the  revision  and  control  of  the  Con 
gress. 

CLAUSE  3.  No  State  shall,  without  the  consent  of  Congress,  lay  any  duty  of 
tonnage,  keep  troops,  or  ships  of  war,  in  time  of  peace,  enter  into  any  agreement  or 
compact  with  another  State,  or  with  a  foreign  power,  or  engage  in  war,  unless 
actually  invaded,  or  in  such  imminent  danger  as  will  not  admit  of  delay. 


ARTICLE  II.— Executive  Department. 

SECTION  I.— CLAUSE  i.  The  executive  power  shall  be  vested  in  a  President 
of  the  United  States  of  America.  He  shall  hold  his  office  during  a  term  of  four 
years,  and,  together  with  the  Vice- President,  chosen  for  the  same  term,  be  elected 
as  follows : 

CLAUSE  2.  Each  State  shall  appoint,  in  such  manner  as  the  Legislature  thereof 
may  direct,  a  number  of  electors,  equal  to  the  whole  number  of  senators  and  repre 
sentatives  to  which  the  State  may  be  entitled  in  the  Congress  ;  but  no  senator  or 
representative,  or  person  holding  an  office  of  trust  or  profit  under  the  United  States, 
shall  be  appointed  an  elector. 

CLAUSE  3.1 

CLAUSE  4.  The  Congress  may  determine  the  time  of  choosing  the  electors,  and 
the  day  on  which  they  shall  give  their  votes ;  which  day  shall  be  the  same  through 
out  the  United  States. 

CLAUSE  5.  No  person  except  a  natural-born  citizen,  or  a  citizen  of  the  United 
States  at  the  time  of  the  adoption  of  this  Constitution,  shall  be  eligible  to  the  office 
of  President ;  neither  shall  any  person  be  eligible  to  that  office  who  shall  not  have 
attained  to  the  age  or  thirty-five  years,  and  been  fourteen  years  resident  within  the 
United  States. 

CLAUSE  6. — In  case  of  the  removal  of  the  President  from  office,  or  of  his  death, 
resignation,  or  inability  to  discharge  the  powers  and  duties  of  the  said  office,  the 
same  shall  devolve  on  the  Vice-President,  and  the  Congress  may  by  law  provide  for 
the  case  of  removal,  death,  resignation,  or  inability,  both  of  the  President  and  Vice- 
President,  declaring  what  officer  shall  then  act  as  President ;  and  such  officer  shall 
act  accordingly  until  the  disability  be  removed,  or  a  President  shall  be  elected. 

CLAUSE  7.  The  President  shall,  at  stated  times,  receive  for  his  services  a  com 
pensation  which  shall  neither  be  increased  nor  diminished  during  the  period  for 
which  he  shall  have  been  elected,  and  he  shall  not  receive  within  that  period  any 
other  emolument  from  the  United  States,  or  any  of  them. 

CLAUSE  8.  Before  he  enter  on  the  execution  of  his  office,  he  shall  take  the  fol- 

1  This  clause  is  no  longer  in  force.     Amendment  XII.  has  superseded  it. 


450  APPENDIX  B 

lowing  oath  or  affirmation  :—  "  I  do  solemnly  swear  (or  affirm)  that  I  will  faithfully 
execute  the  office  of  President  of  the  United  States,  and  will,  to  the  best  of  my  abil 
ity,  preserve,  protect,  and  defend  the  Constitution  of  the  United  States." 

SECTION  II.— CLAUSE  I.  The  President  shall  be  commander-in-chief  of  the 
army  and  navy  of  the  United  States,  and  of  the  militia  of  the  several  States,  when 
called  into  the  actual  service  of  the  United  States  ;  he  may  require  the  opinion,  in 
writing,  of  the  principal  officer  in  each  of  the  executive  departments,  upon  any 
subject  relating  to  the  duties  of  their  respective  offices ;  and  he  shall  have  power  to 
grant  reprieves  and  pardons  for  offences  against  the  United  States,  except  in  cases 
of  impeachment. 

CLAUSE  2.  He  shall  have  power,  by  and  with  the  advice  and  consent  of  the 
Senate,  to  make  treaties,  provided  two  thirds  of  the  senators  present  concur  ;  and 
he  shall  nominate,  and  by  and  with  the  advice  and  consent  of  the  Senate  shall  ap 
point,  ambassadors,  other  public  ministers  and  consuls,  judges  of  the  Supreme 
Court,  and  all  other  officers  of  the  United  States,  whose  appointments  are  not  herein 
otherwise  provided  for,  and  which  shall  be  established  by  law ;  but  the  Congress 
may  by  law  vest  the  appointment  of  such  inferior  officers,  as  they  think  proper,  in 
the  President  alone,  in  the  courts  of  law,  or  in  the  heads  of  department. 

CLAUSE  3.  The  President  shall  have  power  to  fill  up  all  vacancies  that  may 
happen  during  the  recess  of  the  Senate,  by  granting  commissions  which  shall  expire 
at  the  end  of  their  next  session. 

SECTION  III. — He  shall  from  time  to  time  give  to  the  Congress  information 
of  the  state  of  the  Union,  and  recommend  to  their  consideration  such  measures  as 
he  shall  judge  necessary  and  expedient ;  he  may,  on  extraordinary  occasions,  con 
vene  both  Houses,  or  either  of  them,  and  in  case  of  disagreement  between  them  with 
respect  to  the  time  of  adjournment,  he  may  adjourn  them  to  such  time  as  he  shall 
think  proper ;  he  shall  receive  ambassadors  and  other  public  ministers  ;  he  shall 
take  care  that  the  laws  be  faithfully  executed,  and  shall  commission  all  the  officers 
of  the  United  States. 

SECTION  IV.— The  President,  Vice-President,  and  all  civil  officers  of  the 
United  States,  shall  be  removed  from  office  on  impeachment  for,  and  conviction  of, 
treason,  bribery,  or  other  high  crimes  and  misdemeanors. 


ARTICLE  III.— Judicial  Department. 

SECTION  I. — The  judicial  power  of  the  United  States  shall  be  vested  in  one 
Supreme  Court,  and  in  such  inferior  courts  as  the  Congress  may  from  time  to  time 
ordain  and  establish.  The  judges,  both  of  the  Supreme  and  inferior  courts,  shall 
hold  their  offices  during  good  behavior,  and  shall,  at  stated  times,  receive  for  their 
services  a  compensation  which  shall  not  be  diminished  during  their  continuance  in 
office. 


CONSTITUTION   OF   THE  UNITED   STATES  45 1 

SECTION  II. — CLAUSE  i.1  The  judicial  power  shall  extend  to  all  cases,  in  law 
and  equity,  arising  under  this  Constitution,  the  laws  of  the  United  States,  and 
treaties  made,  or  which  shall  be  made,  under  their  authority  ; — to  all  cases  affecting 
ambassadors,  other  public  ministers,  and  consuls  ; — to  all  cases  of  admiralty  and 
maritime  jurisdiction  ; — to  controversies  to  which  the  United  States  shall  be  a  party; 
— to  controversies  between  two  or  more  States; — between  a  State  and  citizens  of 
another  State  ; — between  citizens  of  different  States  ; — between  citizens  of  the  same 
State  claiming  lands  under  grants  of  different  States,  and  between  a  State  or  the 
citizens  thereof,  and  foreign  states,  citizens,  or  subjects. 

CLAUSE  2.  In  all  cases  affecting  ambassadors,  other  public  ministers  and  con 
suls,  and  those  in  which  a  State  shall  be  party,  the  Supreme  Court  shall  have  orig 
inal  jurisdiction.  In  all  the  other  cases  before  mentioned,  the  Supreme  Court  shall 
have  appellate  jurisdiction,  both  as  to  law  and  fact,  with  such  exceptions  and  under 
such  regulations  as  the  Congress  shall  make. 

CLAUSE  3.  The  trial  of  all  crimes,  except  in  cases  of  impeachment,  shall  be  by 
jury,  and  such  trial  shall  be  held  in  the  State  where  the  said  crimes  shall  have  been 
committed ;  but  when  not  committed  within  any  State,  the  trial  shall  be  at  such 
place  or  places  as  the  Congress  may  by  law  have  directed. 

SECTION  III.— CLAUSE  i.  Treason  against  the  United  States  shall  consist 
only  in  levying  war  against  them,  or  in  adhering  to  their  enemies,  giving  them  aid 
and  comfort.  No  person  shall  be  convicted  of  treason,  unless  on  the  testimony  of 
two  witnesses  to  the  same  overt  act,  or  on  confession  in  open  court. 

CLAUSE  2.  The  Congress  shall  have  power  to  declare  the  punishment  of  treason ; 
but  no  attainder  of  treason  shall  work  corruption  of  blood,  or  forfeiture,  except  dur- 
ing  the  life  of  the  person  attainted. 


ARTICLE   IV.— General  Provisions. 

SECTION  I.— Full  faith  and  credit  shall  be  given  in  each  State  to  the  public 
acts,  records,  and  judicial  proceedings  of  every  other  State  ;  and  the  Congress  may 
by  general  laws  prescribe  the  manner  in  which  such  acts,  records,  and  proceedings 
shall  be  proved,  and  the  effect  thereof. 

SECTION  IL— CLAUSE  i.  The  citizens  of  each  State  shall  be  entitled  to  all 
privileges  and  immunities  of  citizens  in  the  several  States. 

CLAUSE  2.  A  person  charged  in  any  State  with  treason,  felony,  or  other  crime, 
who  shall  flee  from  justice,  and  be  found  in  another  State,  shall,  on  demand  of  the 
executive  authority  of  the  State  from  which  he  fled,  be  delivered  up,  to  be  removed 
to  the  State  having  jurisdiction  of  the  crime. 

CLAUSE  3.  No  person  held  to  service  or  labor  in  one  State,  under  the  laws 
thereof,  escaping  into  another,  shall  in  consequence  of  any  law  or  regulation  therein, 
be  discharged  from  such  service  or  labor,  but  shall  be  delivered  up  on  claim  of  the 
party  to  whom  such  service  or  labor  may  be  due. 

This  clause  has  been  modified  by  Amendment  XI. 


452  APPENDIX  B 

SECTION  III. — CLAUSE  I.  New  States  may  be  admitted  by  the  Congress  into 
this  Union  ;  but  no  new  State  shall  be  formed  or  erected  within  the  jurisdiction  of 
any  other  State  ;  nor  any  State  be  formed  by  the  junction  of  two  or  more  States,  or 
parts  of  States,  without  the  consent  of  the  Legislatures  of  the  States  concerned  as 
well  as  of  the  Congress. 

CLAUSE  2.  The  Congress  shall  have  power  to  dispose  of  and  make  all  needful 
rules  and  regulations  respecting  the  territory  or  other  property  belonging  to  the 
United  States  ;  and  nothing  in  this  Constitution  shall  be  so  construed  as  to  preju 
dice  any  claims  of  the  United  States,  or  of  any  particular  State. 

SECTION  IV. — The  United  States  shall  guarantee  to  every  State  in  this 
Union  a  republican  form  of  Government,  and  shall  protect  each  of  them  against 
invasion,  and  on  application  of  the  Legislature,  or  of  the  executive  (when  the  Leg 
islature  can  not  be  convened),  against  domestic  violence. 


ARTICLE   V.— Power  of  Amendment. 

The  Congress,  whenever  two  thirds  of  both  houses  shall  deem  it  necessary, 
shall  propose  amendments  to  this  Constitution,  or,  on  the  application  of  the  Legis 
latures  of  two  thirds  of  the  several  States,  shall  call  a  convention  for  proposing 
amendments,  which,  in  either  case,  shall  be  valid  to  all  intents  and  purposes,  as 
part  of  this  Constitution,  when  ratified  by  the  Legislatures  of  three  fourths  of  the 
several  States,  or  by  conventions  in  three  fourths  thereof,  as  the  one  or  the  other 
mode  of  ratification  may  be  proposed  by  the  Congress ;  provided  that  no  amend 
ment  which  may  be  made  prior  to  the  year  one  thousand  eight  hundred  and  eight 
shall  in  any  manner  affect  the  first  and  fourth  clauses  in  the  ninth  section  of  the 
first  article ;  and  that  no  State,  without  its  consent,  shall  be  deprived  of  its  equal 
suffrage  in  the  Senate. 

ARTICLE  VI.— Miscellaneous  Provisions. 

CLAUSE  I.  All  debts  contracted,  and  engagements  entered  into,  before  the  adop 
tion  of  this  Constitution,  shall  be  as  valid  against  the  United  States  under  this 
Constitution,  as  under  the  Confederation. 

CLAUSE  2.  This  Constitution,  and  the  laws  of  the  United  States  which  shall  be 
made  in  pursuance  thereof ;  and  all  treaties  made,  or  which  shall  be  made,  under 
the  authority  of  the  United  States,  shall  be  the  supreme  law  of  the  land  ;  and  the 
judges  in  every  State  shall  be  bound  thereby,  any  thing  in  the  Constitution  or 
laws  of  any  State  to  the  contrary  notwithstanding. 

CLAUSE  3.  The  senators  and  representatives  before  mentioned,  and  the  members 
of  the  several  State  Legislatures,  and  all  executive  and  judicial  officers,  both  of 
the  United  States  and  of  the  several  States,  shall  be  bound  by  oath  or  affirmation 
to  support  this  Constitution  ;  but  no  religions  test  shall  ever  be  required  as  a  quail- 
fication  to  any  office  or  public  trust  under  the  United  States. 


CONSTITUTION   OF  THE   UNITED   STATES 


453 


ARTICLE   VII.— Ratification  of  the  Constitution. 

The  ratification  of  the  conventions  of  nine  States  shall  be  sufficient  for  the  estab 
lishment  of  this  Constitution  between  the  States  so  ratifying  the  same. 

Done  in  convention,  by  the  unanimous  consent  of  the  States  present,  the 
seventeenth  day  of  September,  in  the  year  of  our  Lord  one  thousand 
seven  hundred  and  eighty-seven,  and  of  the  independence  of  the  United 
States  of  America  the  twelfth. 
In  witness  whereof,  we  have  hereunto  subscribed  our  names. 

GEORGE  WASHINGTON, 
President,  and  Deputy  from   Virginia, 

CONSENT   OF   THE    STATES    PRESENT.1 


NEW  HAMPSHIRE. 
JOHN  LANGDON, 
NICHOLAS  GILMAN. 

MASSACHUSETTS. 
NATHANIEL  GORHAM, 
RUFUS  KING. 

CONNECTICUT. 
WILLIAM  SAMUEL  JOHNSON, 
ROGER  SHERMAN. 

NEW  YORK. 
ALEXANDER  HAMILTON. 

NEW  JERSEY. 
WILLIAM  LIVINGSTON, 
DAVID  BREARLEY, 
WILLIAM  PATERSON, 
JONATHAN  DAYTON. 

PENNSYLVANIA. 
BENJAMIN  FRANKLIN, 
THOMAS  MIFFLIN, 
ROBERT  MORRIS, 
GEORGE  CLYMER, 
THOMAS  FITZSIMONS, 
JARED  INGERSOL, 
JAMES  WILSON, 
GOUVERNEUR  MORRIS. 


Attest: 


DELAWARE. 
GEORGE  READ, 
GUNNING  BEDFORD,  JR., 
JOHN  DICKINSON, 
RICHARD  BASSETT, 
JACOB  BROOM. 

MARYLAND. 
JAMES  MCHENRY, 
DANIEL  OF  ST.  THOMAS  JENIFER, 
DANIEL  CARROLL. 

VIRGINIA. 
JOHN  BLAIR, 
JAMES  MADISON,  JR. 

NORTH  CAROLINA. 
WILLIAM  BLOUNT, 
RICHARD  DOBBS  SPAIGHT, 
HUGH  WILLIAMSON. 

SOUTH  CAROLINA. 
JOHN  RUTLEDGE, 
CHARLES  C.  PINCKNEY, 
CHARLES  PINCKNEY, 
PIERCE  BUTLER. 

GEORGIA. 
WILLIAM  FEW, 
ABRAHAM  BALDWIN. 
WILLIAM  JACKSON,  Secretary 


1  Rhode  Island  was  not  represented  in  the  Federal  Convention. 


454  APPENDIX  B 


AM  ENDMENTS1 

To   the  Constitution  of  the  United  States,  Ratified   according   to   the 
Provisions  of  the  Fifth  Article  of  the  Foregoing  Constitution. 

ARTICLE  I. — Congress  shall  make  no  law  respecting  an  establishment  of 
religion,  or  prohibiting  the  free  exercise  thereof ;  or  abridging  the  freedom  of 
speech,  or  of  the  press  ;  or  the  right  of  the  people  peaceably  to  assemble,  and  to 
petition  the  government  for  redress  and  grievances. 

ARTICLE  II. — A  well-regulated  militia  being  necessary  to  the  security  of  a 
free  State,  the  right  of  the  people  to  keep  and  bear  arms  shall  not  be  infringed. 

ARTICLE  III. — No  soldier  shall,  in  time  of  peace,  be  quartered  in  any  house, 
without  the  consent  of  the  owner,  nor  in  time  of  war,  but  in  a  manner  to  be  pre 
scribed  by  law. 

ARTICLE  IV. — The  right  of  the  people  to  be  secure  in  their  persons,  houses, 
papers,  and  effects,  against  unreasonable  searches  and  seizures,  shall  not  be  vio 
lated,  and  no  warrants  shall  issue,  but  upon  probable  cause,  supported  by  oath  or 
affirmation,  and  particularly  describing  the  place  to  be  searched,  and  the  persons  or 
things  to  be  seized. 

ARTICLE  V. — No  person  shall  be  held  to  answer  for  a  capital  or  otherwise  in 
famous  crime,  unless  on  a  presentment  or  indictment  of  a  grand  jury,  except  in 
cases  arising  in  the  land  or  naval  forces,  or  in  the  militia,  when  in  actual  service  in 
time  of  war  and  public  danger  ;  nor  shall  any  person  be  subject  for  the  same  offence 
to  be  twice  put  in  jeopardy  of  life  or  limb ;  nor  shall  be  compelled  in  any  criminal 
case  to  be  a  witness  against  himself,  nor  to  be  deprived  of  life,  liberty,  or  property, 
without  due  process  of  law ;  nor  shall  private  property  be  taken  for  public  use 
without  just  compensation. 

ARTICLE  VI. — In  all  criminal  prosecutions,  the  accused  shall  enjoy  the  right 
to  a  speedy  and  public  trial,  by  an  impartial  jury  of  the  State  and  district  wherein 
the  crime  shall  have  been  committed,  which  district  shall  have  been  previously 
ascertained  by  law,  and  to  be  informed  of  the  nature  and  cause  of  the  accusation  ; 
to  be  confronted  with  the  witnesses  against  him ;  to  have  compulsory  process  for 
obtaining  witnesses  in  his  favor,  and  to  have  the  assistance  of  counsel  for  his 
defence. 

ARTICLE  VII. — In  suits  at  common  law,  where  the  value  in  controversy  shall 
exceed  twenty  dollars,  the  right  of  trial  by  jury  shall  be  preserved,  and  no  fact  tried 
by  a  jury  shall  be  otherwise  re-examined  in  any  court  of  the  United  States,  than 
according  to  the  rules  of  common  law. 

ARTICLE  VIII. — Excessive  bail  shall  not  be  required,  nor  excessive  fines  im 
posed,  nor  cruel  and  unusual  punishments  inflicted. 

1  Amendments  I.  to  X.  were  declared  in  force  December  15,  1791. 


CONSTITUTION   OF  THE  UNITED   STATES  455 

ARTICLE  IX. — The  enumeration  in  the  Constitution  of  certain  rights,  shall  not 
be  construed  to  deny  or  disparage  others  retained  by  the  people. 

ARTICLE  X. — The  powers  not  delegated  to  the  United  States  by  the  Constitu 
tion,  nor  prohibited  by  it  to  the  States,  are  reserved  to  the  States  respectively,  or  to 
the  people. 

ARTICLE  XI.1 — The  judicial  power  of  the  United  States  shall  not  be  construed 
to  extend  to  any  suit  in  law  or  equity,  commenced  or  prosecuted  against  one  of  the 
United  States  by  citizens  of  another  State,  or  by  citizens  or  subjects  of  any  foreign 
state. 

ARTICLE  XII.2— The  electors  shall  meet  in  their  respective  States,  and  vote 
by  ballot  for  President  and  Vice-President,  one  of  whom,  at  least,  shall  not  be  an 
inhabitant  of  the  same  State  with  themselves ;  they  shall  name  in  their  ballots  the 
person  voted  for  as  President,  and  indistinct  ballots  the  person  voted  for  as  Vice- 
President  ;  and  they  shall  make  distinct  lists  of  all  persons  voted  for  as  President, 
and  of  all  persons  voted  for  as  Vice- President,  and  of  the  number  of  votes  for  each, 
which  lists  they  shall  sign  and  certify,  and  transmit  sealed  to  the  seat  of  the  govern 
ment  of  the  United  States,  directed  to  the  president  of  the  Senate ; — the  president 
of  the  Senate  shall,  in  the  presence  of  the  Senate  and  House  of  Representatives, 
open  all  the  certificates,  and  the  votes  shall  then  be  counted; — the  person  having 
the  greatest  number  of  votes  for  President,  shall  be  the  President,  if  such  number 
be  a  majority  of  the  whole  number  of  electors  appointed ;  and  if  no  person  have 
such  majority,  then  from  the  persons  having  the  highest  numbers  not  exceeding 
three  on  the  list  of  those  voted  for  as  President,  the  House  of  Representatives  shall 
choose  immediately,  by  ballot,  the  President.  But  in  choosing  the  President,  the 
votes  shall  be  taken  by  States,  the  representation  from  each  State  having  one  vote  ; 
a  quorum  for  this  purpose  shall  consist  of  a  member  or  members  from  two  thirds  of 
the  States,  and  a  majority  of  all  the  States  shall  be  necessary  to  a  choice.  And  if 
the  House  of  Representatives  shall  not  choose  a  President  whenever  the  right  of 
choice  shall  devolve  upon  them,  before  the  fourth  day  of  March  next  following, 
then  the  Vice-President  shall  act  as  President,  as  in  the  case  of  the  death  or  other 
constitutional  disability  of  the  President.  The  person  having  the  greatest  number 
of  votes  as  Vice-President,  shall  be  the  Vice-President,  if  such  number  be  a  majority 
of  the  whole  number  of  electors  appointed ;  and  if  no  person  have  a  majority,  then 
from  the  two  highest  numbers  on  the  list,  the  Senate  shall  choose  the  Vice-Presi 
dent  ;  a  quorum  for  the  purpose  shall  consist  of  two  thirds  of  the  whole  number  of 
senators,  and  a  majority  of  the  whole  number  shall  be  necessary  to  a  choice.  But 
no  person  constitutionally  ineligible  to  the  office  of  President  shall  be  eligible  to  that 
of  Vice-President  of  the  United  States. 

ARTICLE  XIII.3 — SECTION  I.  Neither  slavery  nor  involuntary  servitude,  ex.- 
cept  as  a  punishment  for  crime,  whereof  the  person  shall  have  been  duly  convicted, 
shall  exist  within  the  United  States,  or  any  place  subject  to  their  jurisdiction. 

1  Declared  in  force  January  8,  1798.  2  Declared  in  force  September  25,  1804. 

3  Declared  in  force  December  18,  1865. 


456  APPENDIX   B 

SECTION  2.  Congress  shall  have  power  to  enforce  this  article  by  appropriate 
legislation. 

ARTICLE  XIV.1 — SECTION  i.  All  persons  born  or  naturalized  in  the  United 
States,  and  subject  to  the  jurisdiction  thereof,  are  citizens  of  the  United  States 
and  of  the  State  wherein  they  reside.  No  State  shall  make  or  enforce  any  law 
which  shall  abridge  the  privileges  or  immunities  of  citizens  of  the  United  States  ; 
nor  shall  any  State  deprive  any  person  of  life,  liberty,  or  property,  without  due 
process  of  law,  nor  deny  to  any  person  within  its  jurisdiction  the  equal  protection 
of  the  laws. 

SECTION  2.  Representatives  shall  be  appointed  among  the  several  States  accord 
ing  to  their  respective  numbers,  counting  the  whole  number  of  persons  in  each 
State  excluding  Indians  not  taxed.  But  when  the  right  to  vote  at  any  election  for 
the  choice  of  electors  for  President  and  Vice- President  of  the  United  States,  repre 
sentatives  in  Congress,  the  executive  or  judicial  officers  of  a  State,  or  the  members 
of  the  Legislature  thereof,  is  denied  to  any  of  the  male  inhabitants  of  such  State, 
being  twenty-one  years  of  age  and  citizens  of  the  United  States,  or  in  any  way 
abridged  except  for  participation  in  rebellion  or  other  crime,  the  basis  of  represen 
tation  therein  shall  be  reduced  in  the  proportion  which  the  number  of  such  male 
citizens  shall  bear  to  the  whole  number  of  male  citizens  twenty-one  years  of  age  in 
such  State. 

SECTION  3.  No  person  shall  be  a  senator  or  representative  in  Congress,  or 
elector  of  President  or  Vice-President,  or  hold  any  office,  civil  or  military,  under 
the  United  States,  or  under  any  State,  who  having  previously  taken  an  oath  as  a 
member  of  Congress,  or  as  an  officer  of  the  United  States,  or  as  a  member  of  any 
State  Legislature,  or  as  an  executive  or  judicial  officer  of  any  State,  to  support  the 
Constitution  of  the  United  States,  shall  have  engaged  in  insurrection  or  rebellion 
against  the  same,  or  given  aid  or  comfort  to  the  enemies  thereof.  But  Congress 
may,  by  a  vote  of  two  thirds  of  each  house,  remove  such  disability. 

SECTION  4.  The  validity  of  the  public  debt  of  the  United  States,  authorized  by 
law,  including  debts  incurred  for  payment  of  pension  and  bounties  for  services  in 
suppressing  insurrection  or  rebellion,  shall  not  be  questioned.  But  neither  the 
United  States  nor  any  State  shall  assume  or  pay  any  debt  or  obligation  incurred  in 
aid  of  insurrection  or  rebellion  against  the  United  States,  or  any  claim  for  the 
loss  or  emancipation  of  any  slave ;  but  all  such  debts,  obligations,  and  claims  shall 
be  held  illegal  and  void. 

SECTION  5.  The  Congress  shall  have  power  to  enforce,  by  appropriate  legisla 
tion,  the  provisions  of  this  article. 

ARTICLE  XV.2— SECTION  I.  The  rights  of  citizens  of  the  United  States  to 
vote  shall  not  be  denied  or  abridged  by  the  United  States,  or  by  any  State,  on 
account  of  race,  color,  or  previous  condition  of  servitude. 

SECTION  2.  The  Congress  shall  have  power  to  enforce  this  article  by  appropriate 
legislation. 

*  Declared  in  force  July  28,  1898.  *  Declared  in  force  March  30,  1870. 


CONSTITUTION   OF  THE  UNITED   STATES       -     457 


TO  THE  PUPIL 

1.  What  colonies  united  to  form  the  New  England  Confederation,  and 

what  were  its  purposes  and  results  ?  What  was  Franklin's  plan  of 
Union,  and  why  was  it  not  adopted  ?  What  did  the  Stamp  Act  Con 
gress  do  ?  What  was  the  leading  object  of  the  Committees  of  Cor 
respondence  ? 

2.  Under  what  circumstances  was  the  first  meeting  of  the  Continental 

Congress  held  ?  What  led  the  colonies  to  adopt  the  Declaration  of 
Independence  ? 

3.  When  did  the  States  adopt  the  Articles  of  Confederation?    Explain 

the  weakness  of  the  central  governing  power,  Congress,  under  the 
Articles  of  Confederation.  Tell  what  you  can  about  the  Annapolis 
Convention  ;  the  Constitutional  Convention. 

4.  Under  the  Constitution,  what  are  the  three  departments  of  our  gov 

ernment  ?  Which  of  them  makes  the  laws  ?  Which  sees  that  they 
are  carried  out  ?  Which  interprets  them  and  tries  cases  arising 
under  them  ? 

5.  Of  what  does  the  legislative  department  consist  ?    How  are  members 

of  the  House  of  Representatives  elected?  For  how  long?  What 
are  their  qualifications  ? 

$„  How  many  people  does  each  member  of  the  House  represent  ?  What 
is  the  unit  of  representation  ?  How  can  you  find  the  number  of  rep 
resentatives  in  any  State  ?  How  many  in  your  own  ?  Why  ? 

7.  What  do  the  Senators  represent  ?    How  are  they  elected  and  for  what 

term  of  office  ?    What  are  their  qualifications  ? 

8.  What  exclusive  functions  has  the  House  ?  the  Senate  ? 

9.  What  are  the  qualifications  of  the  President  ?    How  is  he  elected  ? 

For  what  term  of  office  is  he  elected  ?  What  is  meant  by  the  im 
peachment  of  the  President  ? 

10.  What  is  the  President's  Cabinet  ?    How  many  members  had  Wash 

ington's  Cabinet  ?  How  many  in  the  Cabinet  now  ?  What  are  the 
duties  of  the  Cabinet  officers  ? 

11.  Name  the  three  kinds  of  national  courts.     How  many  judges  are  there 

in  the  Supreme  Court  ?  How  are  they  appointed  and  what  is  their 
term  of  office  ?  Why  should  we  have  national  courts  ? 

12.  Explain  the  three  courses  which  a  bill  must  take  in  order  to  become  a 

law.     Name  the  powers  of  Congress  enumerated  in  the  chart. 

13.  What  military  power  has  the  President  ?     How  are  treaties  and  im 

portant  appointments  made  ?  What  duties  of  the  President  are 
named  in  the  chart  ? 


APPENDIX  C 
TABLE1  OF  STATES  AND   TERRITORIES 


No. 

Name. 

Date  of 
Admission. 

Area  in 
Square 
Miles. 

Represent 
atives  in 
Congress, 
1900. 

Electoral 
Votes," 
1900. 

I 

Delaware3  

1787 

2  CKO 

I 

•3 

2 

Pennsylvania              .          .    . 

178? 

4.S  21  C 

•?2 

7A 

7 

New  Jersey              

1787 

7  8IS 

J^ 
IO 

JT- 

1  2 

4 

1788 

en  47  1 

I  I 

I  "^ 

5 

Connecticut  

1788 

4-  OQO 

C 

1  J 

7 

6 

Massachusetts  

1788 

8  7IC 

16 

7 

Maryland  

1788 

I2,2IO 

6 

8 

8 

South  Carolina          .... 

1788 

OQ  C7O 

7 

9 

New  Hampshire  

1788 

Q.7OC 

2 

4 

10 

1788 

4.2  4.  CO 

IO 

12 

1  1 

New  York  

1788 

40,170 

•57 

'JQ 

12 

North  Carolina 

I78Q 

C2  2^O 

IO 

12 

17 

Rhode  Island   .          

I7QO 

I  2  SO 

2 

j. 

Vermont  

I7QI 

Q  $6$ 

2 

A 

TC 

Kentucky  

1702 

40,400 

1  1 

I  ^ 

16 

I7o6 

4.2  O?O 

IO 

12 

17 

Ohio            

*/yv 

1802 

41  060 

21 

2^ 

18 

1812 

4.8  720 

7 

ig 

Indiana  

1816 

36,  iso 

13 

I  c 

2O 

Mississippi  

1817 

46,810 

8 

IO 

21 

1818 

;6  6;o 

2C 

27 

22 

1810 

$2  2SO 

1  1 

2i> 

Maine  

1820 

•^,O4O 

4 

6 

24 

1821 

60  4.1  i» 

16 

18 

2"> 

1836 

^  8;o 

7 

76 

Michigan  

1837 

c8,qi  ? 

12 

?7 

Florida  

1845 

58,680 

c 

?8 

Texas  

184.1; 

26  c  780 

16 

18 

1  The  population,  the  capital,  and  the  largest  city  of  each  State  may  be  found  on  the  map  be. 
tween  pages  434  and  435. 

2  In  1900  the  total  number  of  representatives  in  Congress  was  386.     Add  to  this  number  90,  fot 
the  number  of  senators  in  the  Senate,  and  the  result  is  476  Electoral  votes. 

8 The  dates  opposite  the  first  thirteen — the  "Original  Thirteen" — indicate  the  year  when  tha 
States  ratified  the  Constitution. 

458 


TABLE   OF   STATES  AND   TERRITORIES 


459 


No. 

Name. 

Date  of 
Admission. 

Area  in 
Square 
Miles. 

Represent 
atives  in 
Congress, 
1900. 

Electoral 
Votes,! 
1900. 

29 

1846 

c6  02? 

j  j 

I  7. 

3O 

Wisconsin  

1848 

}v,w*3 

CO  O4O 

j  j 

1  J 

I  ^ 

71 

California  

1  8  no 

i  c.8  -360 

8 

1  J 

jo 

32 

Minnesota  

1858 

ST.  76s 

1  1 

77 

Oregon  

1850 

96,0^0 

2 

A 

7,4 

Kansas  

1861 

82,080 

8 

IO 

3? 

West  Virginia  

1863 

24,780 

c 

7 

3* 

Nevada  

1864 

1  10,700 

I 

7 

77 

Nebraska  

1867 

77,c.io 

6 

8 

38 

Colorado   

1876 

ioT,,92<; 

•5 

c 

70 

North  Dakota  

1889 

70,79  H 

2 

4 

40 

South  Dakota  

1880 

77,650 

2 

4 

/JT 

Montana  

1889 

146,080 

I 

7 

42 

Washington  

1889 

69,180 

7 

c 

47 

Idaho  

-7 
1800 

84,800 

I 

7 

44 

Wyoming  

-^ 
1890 

07  800 

I 

7_ 

4C 

Utah  

1896 

84  970 

I 

7 

New  Mexico  

i«jyvy 

122  580 

Arizona  

I  13  O2O 

Alaska  

C.77  ^QO 

Indian  Territory  

7J  400 

Oklahoma  

^9  O^O 

District  of  Columbia  

7O 

1  See  note  2  on  opposite  page. 


APPENDIX   D 
PRESIDENTS   OF  THE  UNITED  STATES 


President. 

State. 

By  Whom 
Elected. 

Term  of  Office. 

George  Washington 

Virginia 

John  Adams  

Massachusetts. 

Federalists 

Thomas  Jefferson. 

Virginia 

Dem.  -Rep 

James  Madison. 

Virginia 

Dem.  -Rep 

ames  Monroe. 

Virginia 

Dem.  -Rep 

ohn  Quincy  Adams 

Massachusetts 

Rep.. 

Andrew  Jackson.  . 

Tennessee 

Dem.. 

Martin  Van  Buren  . 

New  York 

Dem.. 

\Villiam  Henry  Harrison 

Ohio 

Whigs. 

John  Tyler. 

Virginia 

Whigs 

Tennessee  

Dem  ..      . 

1845- 
One  term  *  1845  1849 

Zachary  Taylor  

Louisiana  

Whigs      . 

i  yr  4  mos  •  1849  i8sO 

New  York  

Whigs      .  . 

2    yrs     8    mos  •    1850— 

Franklin  Pierce  

New  Hampshire 

Dem  

1853- 
One  term  •  1853  1857 

James  Buchanan. 

Pennsylvania 

Dem  

One  term  •  1857  1861 

Illinois  

Rep  

One  term  and  6  wks   • 

Andrew  Johnson 

Tennessee 

Rep..  .  . 

^1861-1865. 

3    yrs     10  mos  •   1865 

Ulysses  Simpson  Grant  
Rutherford  Burchard  Hayes. 
James  Abraham  Garfield  
Chester  Alan  Arthur.  .  . 

Illinois  
Ohio  
Ohio  

New  York     .   .  . 

Rep  
Rep  
Rep  
Rep  

1869. 
Two  terms  ;  1869-1877. 
One  term  ;  1877-1881. 
6  mos.  15  days  ;  1881. 
3  yrs.  5  mos.,  15  days  ; 

Grover  Cleveland 

New  York 

Dem  ...   . 

1881-1885. 
One  term  •  1885  1889 

Benjamin  Harrison  

Indiana  

Rep  

One  term  ;  1889-1893. 

Grover  Cleveland.   .    . 

New  York  

Dem  

One  term  ;  1893-1897. 

William  McKinley  
Theodore  Roosevelt  

Ohio  

New  York...... 

Rep  
Rep  

One  term  and  6%  mos.  ; 
1897-1901. 
1901   

INDEX 


ABOLITIONISTS,  271-273 

Acadians,  removal  of,  99 

Adams,  John,  149 ;  presidency  of,  209- 
212  ;  sketch  and  portrait,  209 

Adams,  J.  Q.,  sketch,  245  ;  portrait,  246; 
presidency  of,  245-248  ;  defends  the 
right  of  petition,  273 

Adams,  Samuel,  138-140;  142,  148; 
portrait,  149 

Aguinaldo's  rebellion,  420 

Alabama  Claims,  344 

Alabama,  Confederate  cruiser,  344 

Alabama,  secedes,  302  ;  355,  368 

Alaska,  purchase  of,  384 

Albany  (Fort  Orange),  64 

Alien  and  Sedition  Laws,  211 

Allen,  Ethan,  145 

Amsterdam,  New,  64 

Anderson,  Major,  305,  306 

Andre"  (an'dra),  John,  178,  179 

Andros,  Sir  Edmund,  59-61 ;  68 

Antietam,  battle  of,  324 

Anti-Federalist  Party,  191,  209 

Appomattox  Court  House,  Lee  surren 
ders  at,  347 

Arbitration,  400,  406,  407 

Arid  region,  379 

Arkansas,  354 


Armistead  (ar'mis-ted),  General,  228 

Army,  Continental,  145,  147 

Arnold,    Benedict,    145,  157,  159,  163  ; 

his  treason,  177-179 
Arthur,  Chester  A.,  sketch,  392 
Articles  of  Confederation,  185-188 
Ashburton  Treaty,  354 
Asia,  European  trade  with,  I 
Atlanta  Exposition,  369 
Atlantic  Cable,  382 
Australian  Ballot  System,  400 

BACON'S  rebellion,  37 

Balboa  discovers  the  Pacific,  18 

Baltimore,  Lord,  37,  38 

Baltimore    attacked     by     the     British, 

234 

Bancroft,  George,  431 
Bank,  United  States,  256,  257 
Barbary  States,  war  with,  222 
Barclay,  Captain,  defeated  by  Perry  on 

Lake  Erie,  233 

Beauregard  (bo're-gaard),  General,  305 
Bell,  A.  G.,  389 
Bennington,  battle  of,  158 
Bering  Sea  trouble,  400 
Berkeley,  Sir  William,  36 
Blacklists,  395 


KEY   TO    PRONUNCIATION.* 

a  as  in  fat. 

e 

as  in  mete. 

5  as  in  note. 

u  as  in  mute, 

a  "   "  fate. 

e* 

"    "  her. 

6  "    "  move. 

ii  German  ii,  French  u 

a  "    "  far. 

i 

«•    "  pin. 

6  "    "  nor. 

oi  as  in  oil. 

5  "   "  fare. 

i 

"    "  pine. 

u  "    "  tub. 

ou  "   "  pound. 

e  "    "  met. 

o 

"    *  not. 

A  double  dot  under  any  vowel  indicates  the  short  w-sound,  as  in  but. 

*  According  to  Century  Dictionary. 
401 


462 


INDEX 


Blaine,  James  G.,  400 

Blanco,  Captain-General,  411 

Bland  Silver  Bill,  403 

Bon  Homme  Richard  (bo-nom'  re-shar'), 

173 

Boone,  Daniel,  169 
Border  ruffians,  288 
"  Boston  Massacre,"  138 
Boston    settled,    48 ;    evacuated  by  the 

British,  148 
Boycott,  395 

Braddock,  General,  his  defeat,  98 
Bradford,  Governor,  46 
Bragg,  General,  334 
Brandywine,  battle  of  the,  162 
Breckenridge,  John  C.,  299 
Brewster,  Elder,  46 
Brooklyn  Bridge,  394 
Brooks,    Preston    S.,    assaults   Charles 

Sumner,  289 

Brown,  John,  at  Harper's  Ferry,  296 
Bryan,  William  J.,  407,  418 
Bryant,   William  Cullen,  429 
Buchanan  (bu-kan'an),    James,   sketch, 

294;    portrait,    294;    presidency   of, 

294-304 

Buell,  General,  316 
Buffalo,  419 

Buena  Vista,  battle  of,  354 
Bull  Run,  first  battle   of,  307 ;  second 

battle  of,  323 

Bunker  Hill,  battle  of,  146,  147 
Burgoyne   (ber-goin'),  General,   his  in 
vasion,  157-164;  his  surrender,  163 
Burnside,  General,  324 
Burr,  Aaron,  213;  his  conspiracy,  223 
Butler,  General,  316,  331 

CABINET,  the  President's,  200,  395 

Cabot,  John,  seeks  the  northwest  pas 
sage,  6 

Cabot,  Sebastian,  explores  the  coast  of 
North  America,  8 

Calhoun,  Jonn  C.,  and  nullification, 
253  J  portrait,  253 


California  seeks  admission  to  the  Union, 

281  ;  admitted  to  the  Union,  354 
Cambridge,  51 
Camden,  battle  of,  175 
Canada,  58,  87,  102,  145 
Canal,  Isthmian,  423 
Canonicus,  47,  55 
Cape  Cod,  46 
Carpet-bag  rule,  360 
Carteret,   73,  123 
Cartier  (kar-tya'),  87 
Carver,  John,  46 
Catholics,  37 

Cedar  Creek,  battle  of,  339 
Centennial  Exhibition,  388 
Cervera,  Admiral,  413 
Chambersburg,  339 
Champlain  (sham-plan'),  87-89,  123 
Champlain,  Lake,  88,  123 
Chancellorsville,  battle  of,  325 
Charles  I.,  42,  43-58 
Charles  II.,  42,  43,  58,  59,  70 
Charleston,  305 
Charter  Oak,  60 

Charters,  28,  38,  45,  54,  60,  64,  70 
Chattanooga,  battle  of,  335 
Chesapeake,  Leopard  fires  upon,  225 
Chicago,  259 

Chickamauga,  battle  of,  333 
Chili,  trouble  with,  398 
China,  420 

Chinese  immigration,  376 
Chippewa   (chip'e-wa),   battle   of,    233, 

353 

Christian  Comnmsion,  350 

Church  of  England,  44 

Civil  service  reform,  392,  393 

Civil  War,  causes  of,  301  ;  principal 
events  of,  305-348;  results  of,  351 

Clark,  George  Rogers,  in  the  North 
west,  169,  170;  183 

Clay,  Henry,  portrait,  244,  256 

Clermont,  223 

Cleveland,  Grover,  sketch,  393 ;  por 
trait,  393 ;  402,  404 


INDEX 


463 


Clinton,  DeWitt,  and  Erie  Canal,  245 

Clinton,  General,  163,  175,  166,  175, 
176,  178,  182 

Cold  Harbor,  battle  of,  337 

Coligny  (ko-len'ye),  15,  122 

Colonies,  life  in  the,  at  the  close  of  the 
French  and  Indian  Wars,  105-117; 
groups  of,  105,  118,  119 

Colorado,  434 

Colored  troops  in  the  Civil  War,  332 

Columbia  River,  269 

Columbia  University,  114 

Columbus,  Christopher,  his  plans,  3 ; 
portrait,  3 ;  his  difficulties,  4 ;  first 
voyage  of,  4 ;  trials  on  his  first  voy- 
age»  5  »  discovers  America,  6  ;  other 
voyages,  6  ;  last  days,  6 

Commerce,  American,  after  the  Revolu 
tion,  1 86 

Committees  of  Correspondence,  138 

Compromise  with  Missouri,  244;  with 
South  Carolina,  256;  of  1850,  283 

Concentration,  411 

Concord,  battle  of,  142-145 

Confederate  States  of  America,  organi 
zation  of,  302 

Congress,  Continental,  first  meeting  of, 
141 ;  second  meeting  of,  145 ;  has  lit 
tle  power,  167,  185,  187,  418 

Connecticut,  early  history  of,  50-54; 
and  the  Northwest  Territory,  1 88 

Conscription,  in  the  North,  332  ;  in  the 
South,  333 

Constitution  of  the  United  States,  events 
leading  to,  189;  ratified,  190;  slavery 
compromises  in,  190;  strict  and  lib 
eral  construction  of,  200 

Constitution  captures  the  Guerriere,  231 

Continental  currency,  168. 

Con  way  Cabal,  165 

Cooper,  James  Fenimore,  428 

Cornwallis,  General,   154,  176,  179,  181 

Coronado,  122 

Cortez  conquers  Mexico,  18 

Cotton  export,  311,  367,  368 


Cotton-gin,  invention  of,  204 
Cowpens,  battle  of,  179 
Creek  Indians,  war  with,  235 
Creve-Coeur  (krev-keY),  91 
Cromwell,  Oliver,  43 
Crown    Point,    Fort,    101  ;    Americans 
capture,  145;   Burgoyne  captures,  157 
Cuba,  Island  of,  286,  410 
Cuba,  Republic  of,  421 
Cuban  Reciprocity  Act,  423 
Cubans  rise  against  Spain,  410 
Cumberland  destroyed  by  the  Merrimac, 

313 

Cunard  Steamship  Line,  354 
Gushing,  Lieutenant,  328 

DAKOTA,  North,  375 

Dakota,  South,  375 

Dale,  Sir  Thomas,  32 

Daughters  of  Liberty,  131 

Davenport,  John,  52 

Davis,  Jefferson,  sketch,  302;  elected 
President  of  the  Confederacy,  303 ; 
flight  and  capture  of,  348 

Dawes,  William,  143 

Dawes  Act,  386 

Declaration  of  Independence,  148-150 

"Decrees,"  226 

De  Kalb  (de  kalb).  Baron,  165 

Delaware,  early  history  of,  74 

Delaware,  Lord,  32 

Democratic  Party,  209,  248,  299,  404, 
407,  418 

Democratic- Republican  Party,  209,  211, 
230 

Deposits,  removal  of,  257 

De  Soto  (so'to),  lands  in  Florida,  14; 
discovers  the  Mississippi,  15  ;  por 
trait,  1 6 

Detroit,  232 

Dewey,  Admiral  George,  412 

Dingley  Tariff,  408 

Dinwiddie,  Governor,  96 

Discovery,  aids  to,  I 

District  of  Columbia,  slavery  in,  283 


464 


INDEX 


Dorchester  Heights,  148 
Dorr  rebellion  in  Rhode  Island,  354 
Douglas,  Stephen  A.,  288,  299 
Draft  riots,  332 
Drake,  Sir  Francis,  22,  26 
Dred  Scott  decision,  294 
Du  Quesne  (dii-kan'),  Fort,  97 
Dutch,  in  New  Netherland,  63-68  ;  rea 
sons  for  their  failure,  68 

EADS,  Captain,  and  the  Mississippi  jet 
ties,  366 

Early,  General,  his  raid  in  the  Shenan- 
doah,  338 

Eaton,  Theophilus,  52 

Education,  100,  109,  III,  114,  427 

Edward,  Fort,  158 

El  Caney,  416 

Electoral  Commission,  389 

Electoral  Count  Bill,  390 

Elizabeth,  Queen,  20,  23,  27 

Emancipation  Proclamation,  330 

Embargo,  226,  227 

Emerson,  Ralph  Waldo,  430 

Endicott,  John,  47 

England,  her  need  of  America,  25  ;  im 
presses  American  seamen,  225 ;  in 
jures  American  commerce,  226 ;  and 
the  Civil  War,  309-311  and  343~345  J 
and  Venezuela,  405-407  ;  friendship 
of,  417 

Era  of  good  feeling,  247 

Ericsson,  John,  and  the  Monitor,  313 

Ericsson,  Leif,  II 

Erie  Canal,  245 

Eutaw  Springs,  battle  of,  192 

FAIR  OAKS  (Seven  Pines),  battle  of,  322 

Faneuil  Hall,  129 

Far  East,  420 

Farragut,   Admiral    David  G. ,  at  New 

Orleans,  317  ;   sketch,  342  ;  at  Mobile 

Bay,  342 
Federalist  Party,   191,    198,    209,    211, 

230 


Fifteenth  Amendment,  360 
Filibustering  Expeditions,  286 
Filipinos,  rebellion  of,  420 
Fillmore,  Millard,  sketch  and  portrait 

281,  283 

Five  Forks,  battle  of,  346 
Five  Nations  (see  Six  Nations),  76 
Flag,  American,  164 
Flatboat,  216 
Florida,  purchase  of,  239;  admitted  U 

the  Union,  354 
Foote,  Commodore,  315 
Forest  reservations,  380 
Fort  Donelson,  315 
Fort  Henry,  315 
Fort  Orange  (Albany),  64 
Fort  William  Henry,  massacre  at,  124 
Fourteenth  Amendment,  360 
France,  her  struggle  with  England  for 

control   of  America,    93 ;     American 

treaty  with,  164;  aids  the  Americans 

with   her   fleets,    172;    at   war   with 

England,    206 ;    regains    Louisiana, 

219;  injures  American  commerce,  226 
Franklin,    Benjamin,    98;    his   plan   of 

union,   121;   sketch,   121 ;   150,   164; 

portrait,  162 

Fredericksburg,  battle  of,  324 
Freedmen,    and    Southern    legislation, 

358  ;  and  education,  370 
French  forts,  95 
French  Revolution,  207 
French  War,   Last,  94-103  ;  causes  of, 

94;     principal    events    of,    96-102; 

treaty  of  peace,  102  ;  other  results  of, 

103 

Fugitive  Slave  Law,  284 
Fulton,  Robert,  222 

GADSDEN  PURCHASE,  278 
Gage,  General,  140,  142,  143 
Garfield,  James  A.,  sketch  and  portrait, 

390,  392 

Garrison,  William  Lloyd,  271 
Gates,  General,  163,  175 


INDEX 


465 


Genet  (zhe-na')  Citizen,  defies  Washing 
ton,  208 

George  III.,  135-140,  183, 
Georgia,  early  history,  41;  secedes,  302, 

354 

Germantown,  battle  of,  192 

Gettysburg,  battle  of,  325-329 

Gilbert,  Sir  Humphrey,  23 

Gold,  discovery  of,  in  California,  279-280 

Gorges,  Sir  Ferdinando,  62 

Gosnold,  Bartholomew,  26 

Gourges  (gorg),  Dominique  de,  in  Flor 
ida,  1 6 

Government,  colonial,  118-121 

Grant,  Ulysses  S.,  at  Fort  Donelson, 
315;  at  Shiloh,  315;  at  Vicksburg, 
329;  at  Chattanooga,  334;  sketch, 
335;  in  campaigns  about  Richmond, 
337-348;  captures  Lee's  army,  347; 
made  President,  362;  his  Indian 
policy,  384 

Great  Meadows,  97 

Greeley,  Horace,  348 

Greenbacks,  392 

Greene,  General,   179-181 

Grenville,  Lord,  129 

Griffin,  90 

Griffin's  Wharf,  140 

Guantanamo,  415 

Guerriere  (gar-ryar),  captured,  231 

Guilford  Court  House,  battle  of,  180 

"HAIL  COLUMBIA,"  210 

Hale,  Nathan,  152 

Half  Moon,  63 

Hamilton,    Alexander,    favors  a  strong 

Union,  200;  financial  policy  of,  202; 

portrait,  202;  killed  by  Burr,  223 
Hamilton,  Colonel,  169,  170 
Hancock,  John,  143,  145,  150 
Harrison,  Benjamin,  380,  396;   sketch, 

402;  portrait,  402 ;  elected  President, 

404 
Harrison,  William  Henry,  228;  sketch, 

267;  portrait,  268 


Hartford,  51,  54,  60 

Hartford,  at  Mobile  Bay,  343 

Hartford  Convention,  236 

Harvard  College,  109 

Havana,  411 

Hawaii  (ha-wi'e),  revolution  in,  401 

Hawthorne,  Nathaniel,  429 

Hay,  Secretary,  421 

Hayes,  Rutherford  B.,  sketch,  365; 
withdraws  troops  from  the  South, 
365;  portrait,  366;  election  of,  389 

Hennepin,  123 

Henry,  Patrick,  131,  141,  191 

Hessians,  149,  155 

Hobson,  Lieutenant,  415 

Holland  at  war  with  England,  167 

Holmes,  Oliver  Wendell,  430 

Holy  Alliance,  240 

Hood,  General,  341 

Hooker,  Joseph,  325,  335 

Hooker,  Thomas,  51-52 

Howe,  General,  146,  152,  160-163,  166 

Hudson,  Henry,  discovers  the  Hudson 
River,  63 

Hudson  River,  63,  64,  67,  150,  157 

Huguenots  (hu'ge-nots)  in  France,  15; 
their  settlements,  16;  Spanish  de 
stroy  settlements  of,  16 

Hull,  Captain  Isaac,  231 

Hull,  General  William,  232 

Hutchinson,  Anne,  55 

IBERVILLE  (e-ber-veT),  123 

Idaho,  375 

Illinois,  353 

Immigration,  foreign,  table  of,  2591  290, 

291,  372-373 

Impeachment,  President  Johnson's,  360 
Impressment  of  American  seaman,  208, 

225 

Income  Tax,  405 
Independence    of    the    United    States, 

183 

Independent  Treasury,  262 
Indiana,  353 


466 


INDEX 


Indians,  division  of,  75 ;  character  of, 
76;  occupations  of,  77;  their  canoes 
and  snow-shoes,  77;  wampum,  78; 
religion,  79;  clan  and  tribe,  80;  com 
munal  living,  80;  number  of,  82;  in 
fluence  of,  upon  the  whites,  83 ;  early 
wars  with,  84-86;  aid  Burgoyne,  158; 
use  of,  by  the  English,  168;  reserva 
tion  system,  386 

Intercolonial  Wars,  94 

Internal  improvements,  246,  247,  261 

"Ironsides,  Old,"  231 

Iroquois  (ir-6-kwoi')  Indians  (see  Five 
Nations  and  Six  Nations),  64,  65;  and 
Champlain,  88;  enemies  of  French, 
89;  and  fur  trade,  93;  and  St.  Leger, 
159 

Irrigation,  379 

Irving,  Washington,  428 

Isthmian  Canal  Act,  423 

Italy,  trouble  with,  398 

JACKSON,  ANDREW,  at  Battle  of  New 
Orleans,  235-236;  in  Florida,  239; 
presidency  of,  250-262;  sketch,  250; 
portrait,  251 

Jackson,  C.  T.,  268 

Jackson,  Thomas  J.  ("Stonewall"),  in 
the  Shenandoah,  323;  sketch,  325; 
and  portrait,  327 

James  I.,  30,  42-44 

James  II.,  42,  43,  59 

Jamestown,  settlement  of,  29 

Japan,  treaty  with,  285 

Jay,  his  treaty  with  England,  208 

Jefferson,  Thomas,  132;  writes  Decla 
ration  of  Independence,  150;  opposes 
a  strong  union,  200;  presidency  of, 
213-227;  sketch,  213;  portrait,  216 

Jesuit  missionaries,  90 

Johnson,  Andrew,  presidency  of,  356- 
363;  sketch  and  portrait,  357;  his 
plan  of  reconstruction,  357;  im 
peached,  360 

Johnston,  Albert  Sydney,  315 


Johnston,  Joseph  E.,  307,  322,  329,  337, 

340,  348 

Joliet  (zho-lya/),  90 
Jones,  John  Paul,  164,  173 

KALB,  Baron  de,  165 

Kansas,  struggle  for,  287-289;  admitted 

to  the  Union,  354 
Kansas-Nebraska  Bill,  287 
Kaskasia,  169 

Kearsarge,  sinks  the  Alabama,  344 
Kenesaw  Mountain,  battle  of,  341 
Kentucky,    Resolutions    presented    by, 

21 1 ;   life  in,  216,  352 
King  George's  War,  94 
King  Philip's  War,  85 
King  William's  War,  94 
King's  Mountain,  battle  of,  176 
Knights  of  Labor,  395 
Knox,  Henry,  200 
Kosciusko  (kos-i-us'ko),  165 
Ku-Klux  Klan,  361,  362 

LA  FAYETTE  (la-fa-yet'),  sketch,  162; 
portrait,  1 60;  in  Virginia,  181 

La  Salle  (la  sal'),  explores  the  Missis 
sippi,  90;  his  aims  and  work,  91 

Lake  Erie,  Perry's  victory  on,  232 

Lands,  Public,  373 

Las  Guasimas,  415 

Lawrence,  Perry's  flagship,  232 

Lee,  Charles,  153,  154,  160,  165 

Lee,  Fort,  152,  153 

Lee,  Richard  Henry,  149 

Lee,  Robert  E.,  sketch,  322;  in  Pen. 
insular  campaign,  323  ;  portrait,  324; 
at  Antietam,  324;  at  Fredericksburg, 
at  Chancellorsville,  324;  at  Gettys 
burg,  327;  in  campaigns  of  1864  and 
l865»  337-3475  his  surrender,  347 

Leisler,  (lls'le"r),  Jacob,  leads  an  uprising 
against  Andros,  70 

Lewis  and  Clarke's  Expedition,  221-222 

Lexington,  battle  of,  142-145 

Liberator,  William  Lloyd  Garrison's,  271 


INDEX 


467 


Lincoln,  Abraham,  sketch,  299;  por 
trait  300 ;  presidency  of,  305-348 ; 
assassinated,  348 

Lincoln,  General,  175 

"  Line  of  Demarcation,"  6 

Literature,  429 

London  Company,  28,  29 

Long  Island,  battle  of,  151,  152 

Longfellow,  Henry  W.,  430 

Lookout  Mountain,  battle  of,  335 

Louisburg,  94 

Louisiana,  353 

Louisiana  Purchase,  220-221,  424 

Lovejoy,  Elijah  P.,  273 

Lowell,  James  Russell,  430 

Lundy's  Lane,  battle  of,  353 

McCLELLAN,  GEORGE  B.,  in  the  Penin 
sula  Campaign,  319-324 

McCormick  reaping-machine,  264 

McCrea,  Jane,  158 

McDonough  (mak-don'o),  Thomas,  on 
Lake  Champlain,  234 

McDowell,  General,  307,  321 

McKinley,  William,  author  of  McKinley 
Bill,  404 ;  sketch  and  portrait,  404, 
408;  conduct  of  Spanish  War,  411, 
418 

Madison,  James,  portrait,  228  ;  sketch, 
228 ;  presidency  of,  228-238 

Magellan  (ma-jel'an),  wonderful  voyage 
of,  9 

Mails,  198 

Maine,  353 

Maine  (The),  411 

Malolos,  420 

Malvern  Hill,  battle  of,  322 

Manassas  (ma-nas'as),  battle  of  (see 
Bull  Run) 

Manhattan  Island,  64 

Manila,  412-420 

Manufactures,  in  New  England,  61, 
227;  in  the  South,  368 

Marion,  Francis,  176 

Marquette  (mar-ket'),  Father,  90,  123 


Marshall,  Chief  Justice,  212,  352 
Maryland,  early  history  of,  37-39 ;  and 

the  Northwest  Territory,  188 
Mason,  John,  84 
Mason  and  Dixon's  Line,  39 
Mason  and  Slidell  seized  on  the  Trent, 

309 

Massachusetts,  early  history  of,  45-59 
Massachusetts  Bay  Company,  47,  48 
Massasoit  (mas-a-soit'),  47 
Maximilian,  Archduke,  in  Mexico,  345 
Meade,    George    G.,    portrait,  329;    at 

Gettysburg,  325-329 
Melendez  in  Florida,  16 
Merrimac,  Confederate  ironclad,    311- 

3H 

Merrimac,  United  States  collier,  415 

Merritt,  General,  413 

Mexican  War,  274-277 

Mexico,  City  of,  occupied  by  American 
troops,  354 

Michigan,  354 

Middle  Colonies,  113-116;  mixed  pop 
ulation  of,  1 13  ;  occupations  of  people 
in,  113;  education  in,  114;  crimes  and 
punishments  in,  115;  life  and  man 
ners  of  the  Dutch  in,  115 

Miles,  General,  420 

Mills  Bill,  404 

Mimms,  Fort,  massacre  at,  235 

Minnesota,  354 

Missionary  Ridge,  battle  of,  336 

Mississippi,  353 

Mississippi  River,  importance  of,  in  the 
Civil  War,  314 

Missouri,  353 

Missouri  Compromise,  244,  245 

Mobile  Bay,  battle  of,  342-343 

Mohawk  River,  89,  157 

Monitor,  Union  ironclad,  311-314 

Monmouth,  battle  of,  1 66 

Monroe,  James,  presidency  of,  239-245  ; 
sketch,  240;  portrait,  241 

Monroe  Doctrine,  241-242,  405 

Montana,  375 


468 


INDEX 


Montcalm,  General,  99,  IO2 

Montgomery,  145 

Montreal,  145 

Moore's  Creek  Bridge,  battle  of,  192 

Morgan,  Daniel,  at  battle  of  Cowpens, 

1 80 

Mormons,  376 
Morris,  Robert,  156 
Morristown,  156,  160 
Morse,  Samuel  F.  B.,  and  the  telegraph, 

267 

Morton,  W.  T.  G.,  268 
Moultrie  (mol'tri),  Fort,  150 
Mound  Builders,  81-83 
Mount  Vernon,  home  of   Washington, 

196 
Municipal  reform,  426 

NAPOLEON  I.,  218-220,  229 

Napoleon    III.,    and    the    Confederate 

navy,  344;  and  Mexico,  345 
Narragansett  Indians,  47,  55 
Narvaez  (nar-va-ath')  explores  Florida, 

19 

Nashville,  battle  of,  355 
National  Republican  Party,  248 
National  road,  241,  242 
Navigation  Laws,  36,  59,  126 
Navy,  United  States,  in  the  Revolution, 

172;  in  War  of  1812,  230  ;  our  new, 

399 

Nebraska,  360 

Negro  suffrage,  360 

Nevada,  355 

New  Amsterdam,  64 

New  England,  industries  and  trade  of, 
6 1 ;  occupations  of  the  people  in,  113; 
religion  and  church  worship  in,  113  ; 
education  in,  1 14 ;  crimes  and  punish 
ments  in,  115;  life  and  manners  in, 
115;  and  Protection,  254 

New  England  Confederacy,  55 

New  Hampshire,  early  history  of,  62 

New  Haven,  52 

New  Jersey,  early  history  of,  73 


New  Netherland,  early  history  of,  64- 
67 ;  becomes  New  York,  67 

New  Orleans,  battle  of,  235-236 ;  capt 
ure  of,  316;  Cotton  Centennial,  368 

New  York,  under  English  governors, 
68 ;  and  the  Northwest  Territory, 
188 

New  York  City,  246 

Newspapers,  117,  263,  429 

Non-Importation  agreements,  133,  139 

Norfolk,  311 

North,  economic  conditions  in,  293 ;  ad 
vantages  of,  303 

North  Carolina,  early  history  of,  41  ; 
secedes,  306,  354 

North  Dakota,  375 

Northern  point  of  view,  301 

Northmen,  n 

Northwest  Boundary,  269 

Northwest  Passage,  8 

Northwest  Territory,  conflicting  claims 
to,  188 

Nullification,  21 1,  253,  255,  256 

OCEAN  STEAMSHIPS,  264 

Oglethorpe  (5'gl-thorp),  James,  41 

Ohio,  352 

Ohio  Company,  96 

Oklahoma       (ok-la.-h5'ma),       territory 

opened  to  settlement,  396 
Old  North  Church,  143 
Old  South  Church,  130,  139 
Olney,  Richard,  407 
"Open  Door,"  420 
"  Orders  in  Council,"  226 
Ordinance  of  1787,  188 
Oregon,  354 
Oregon  (The),  414 
Oregon  Country,  221,  269-271 
Ostend  (os-tend')  Manifesto,  286 
Oswego,  159 
Otis,  James,  128 

PACIFIC  OCEAN,  discovery  of,  18 
Pacific  Railroads,  377 


INDEX 


469 


Pack-horse,  217 

Paine,  Thomas,  writes  Common  Sense, 
149 

Pakenham  (pak'en-am),  Sir  Edward,  236 

Palo  Alto  (pa'16  al'to),  battle  of,  354 

Panama,  revolution  in,  423 ;  treaty  with, 
424 

Pan-American  Congress,  397 

Pan-American  Exposition,  419 

Panic,  Financial,  of  '37,  262;  of  '57, 
294;  of  '73,  386;  of '93,  403 

Paper  money,  168,  187,  390 

Parkman,  Francis,  431 

Partisan  warfare  in  the  South,  176 

Patroons  in  New  Netherland,  63 

Peking,  421 

Pemberton,  General,  329,  330 

Penn,  William,  proprietor  of  Pennsyl 
vania,  70-72;  portrait,  70 

Pennsylvania,  early  history  of,  70-72 

Pennsylvania,  University  of,  115 

Pension  Bill,  397 

Pepperell,  Colonel,  94 

Pequot  Indians,  84 

Perry,  Commodore,  in  Japan,  285 

Perry,  Oliver  H.,  his  victory  on  Lake 
Erie,  232 

Personal  Liberty  Bills,  284 

"Pet  banks,"  257 

Petersburg,  explosion  of  mine  at,  338 

Petition,  right  of,  273 

Philadelphia,  71 

Philippine  Islands,  417,  420 

Pickett,  General,  328 

Pierce,  Franklin,  portrait,  286;  sketch, 
286;  presidency  of,  287-294 

Pilgrims,  go  to  Holland,  44;  aims  and 
character  of,  45;  voyage  to  America, 
45;  settle  at  Plymouth,  46;  cove 
nant  and  democracy,  46;  relations 
with  the  Indians,  46,  47 

Pinckney,  Charles  C.,  210 

Pitt,  William,  100,  133 

Pittsburg  Landing,  battle  of,  315 

Pizarro  (pi-za'ro),  conquers  Peru,  19 


Plymouth  Company,  28 

Pocahontas,  31 

Polk,  James  K.,  sketch  and  portrait, 
275;  presidency  of,  275-281 

Ponce  de  Leon  (pon'-tha  da  la-6n'),  dis 
covers  Florida,  13 

Pontiac,  his  conspiracy,  103,  120,  124 

Pope,  General,  323 

Port  Bill,  Boston,  140 

Port  Hudson,  surrender  of,  330 

Porto  Rico,  417,  418 

Portugal  leads  in  discovering  an  eastern 
route,  2 

Potomac,  Army  of,  319 

Powhatan  (pow-ha-tan'),  31 

Prescott,  Colonel,  146 

Prescott,  William  H.,  431 

Presidential  succession,  394 

Princeton,  battle  of,  156 

Princeton  College,  115 

Prisoners,  difficulties  about  exchange  of, 
in  Civil  War,  331-333 

Privateering,  in  Revolution,  172;  in 
War  of  1812,  232 

Problems  of  the  hour,  431 

Protective  Tariff,  203,  252-254,  404-405, 
407 

Providence,  R.  I.,  55,  123 

Provincial  Congress,  142 

Public  Schools,  263 

Pullman  boycott,  405 

Puritans,  44-59;  obtain  a  charter,  47; 
settlements,  48;  government,  49;  re 
ligious  intolerance,  54-58;  persecute 
the  Quakers,  56;  have  trouble  with 
England,  58 

Putnam,  Israel,  103,  146,  152 

QUAKERS,  56,  57,  69 

Quebec,  89;   capture  of,  by  Wolfe,  101 

Queen  Anne's  War,  94 

RAILROADS,  257-258,  377 
Raleigh,   Sir  Walter,    sketch,    22;   por 
trait,  21 ;  colonies,  22-25 


47° 


INDEX 


Reconstruction,  Johnson's  plan  of,  357; 
congressional  plan  of,  358:  work  of, 
complete,  359;  difficulties  and  results 
of,  362 

Religious  intolerance  among  the  Massa 
chusetts  Puritans,  54-59 

Republican  Party,  290,  299,  404,  407, 
418 

Reservations,  Indian,  386 

Resumption  of  specie  payments,  390 

Revere,  Paul,  143 

Review  of  the  army  at  Washington,  355 

Revolution,  American,  causes  of,  126- 
142;  principal  events  of,  142-183; 
results  of,  183 

Rhode  Island,  settled,  54;  religious 
toleration  in,  55 

Richmond,  Virginia,  Confederate  capi 
tal,  302;  evacuated  by  Lee,  346 

Right  of  Search  claimed  by  England, 
225 

Rivers,  twofold  use  of,  217 

Rochambeau,  182 

Rolfe,  John,  marries  Pocahontas,  31 

Roosevelt,  Theodore,  419,  424,  425 

Rosecrans  (roze-cranz),  General,  334 

Ross,  General,  234 

"Rotten  boroughs,"  134 

Rough  Riders,  415 

Roxbury,  settled,  48 

SAMPSON,  ADMIRAL,  415 

St.  Augustine,  16,  122 

St.  Lawrence  River,  87-89 

St.  Leger  (santlej'er)  in  Western  New 

York,  159 

St.  Mary's,  settlement  at,  38 
Salem  Witchcraft,  108 
San  Francisco,  280 
San  Salvador,  6 
Sanitary  Commission,  350 
Santiago,  416 

Savannah,  Sherman  captures,  341 
Savannah,  264 
Say-and-Sele,  Lord,  52 


Saybrook,  54 

"Scalawags,"  361 

Schuyler,  General,  158,  163 

Scrooby,  England,  44 

Seal  fisheries,  400 

Secession,  254,  302;  of  the  remaining 
Cotton  States,  302;  of  Virginia, 
North  Carolina,  Tennessee,  and  Ar 
kansas,  306 

Seminole  Indians,  239 

Semmes  (semz),  Captain,  344 

Serapis,  178 

Seven  Days'  Battles,  322 

Seven  Pines,  battle  of  (see  Fair  Oaks) 

Schley,  411 

Shafter,  416 

Shays's  Rebellion,  187,  188 

Shenandoah  Valley,  Jackson  in,  322; 
Early  in,  338;  Sheridan  in,  339 

Sheridan,  Philip  H.,  in  the  Shenan 
doah,  339;  portrait,  339;  at  Cedar 
Creek,  339;  sketch,  339;  at  Five 
Forks,  346 

Sherman,  Roger,  150 

Sherman,  William  T.,  sketch,  340;  por 
trait,  341 ;  captures  Atlanta,  341 ; 
his  "March  to  the  Sea, "341;  capt 
ures  Johnston's  army,  348 

Sherman  Act,  403 

Shiloh,  battle  of,  315 

Silver,  legislation,  403 ;  free,  407 

Six  Nations,  71  (see  Iroquois) 

Slavery,  in  Virginia,  34;  cotton-gin  and, 
204  ;  in  the  North  and  the  South,  243 ; 
real  cause  of  the  Civil  War,  301 

Slidell,  seized  on  the  Trent,  309 

Smith,  Captain  John,  his  services  to  the 
Virginia  colonists,  30;  sketch,  31  ; 
portrait,  31  ;  returns  to  England,  31 

Smith,  Joseph,  376 

Solid  South,  365 

Sons  of  Liberty,  131 

South,  economic  conditions  in,  292-293  ; 
advantages  of,  303 ;  seizes  national 
property,  304;  condition  at  the  close 


INDEX 


of  the  Civil  War,  356;  the  new,  365- 
371 ;  troops  withdrawn  from,  365 

South  Carolina,  41  ;  objects  to  Protec 
tion,  252,  253  ;  and  State  Rights,  255, 
256;  secedes,  300 

South  Dakota,  375 

Southern  Colonies,  111-113;  occupa 
tions  of  the  people  of,  1 1 1 ;  education 
in,  in  ;  life  and  manners  in,  112 

Southern  point  of  view,  300 

Spain  claims  Florida,  16;  advantages 
of,  in  the  New  World,  16;  reasons 
for  failure,  17;  relations  with  Eng 
land,  20  ;  rise  of  Cubans  against,  410 

Spaniards,  precious  metals  main  object 
of,  13;  and  the  Indians,  14;  destroy 
Huguenot  settlements,  16 

Spanish- American  War,  410-417 

Spanish  fleet  destroyed,  412 

Specie  Circular,  261 

Speedwell,  45 

Spoils  system,  251 

Spottsylvania   Court    House,    battle  of, 

337 

Stamp  Act,  128-131  ;  Stamp  Act  Con 
gress,  132  ;  repeal  of,  133 

Standish,  Myles,  portrait,  48 

Stanwix,  Fort,  159 

Star  of  the  West,  305 

Star-Spangled  Banner,  234 

Stark,  John,  159 

State  Rights,  255,  256,  300 

Statue  of  Liberty,  396 

Steamboat,  Fulton's  first,  222  ;  launched 
on  the  Ohio  River,  223 

Stephens,  Alexander  H.,  sketch,  303 

Steuben,  Baron,  165 

"  Stonewall "  Jackson  (see  Jackson, 
Thomas  J.) 

Stowe,  Harriet  Beecher,  285 

Street  railways,  427 

Strike,  railroad,  387,  405 

Stuyvesant  (stl've-sant),  Governor,  68 

Sugar  and  Molasses  Act,  127 

Sullivan,  General,  152 


Sumner,  Charles,  assault  on,  289 

Sumter,  Fort,  Confederates  capture,  306 

Surplus,  404 

Sutler,  Captain,  279 

Swedes,  settlement  made  by,  74 

TARIFF,  203,  252-254,  404-405,  407, 
408,  418 

Taft,  William  H.,  420 

Taxation,  39,  43,  130 ;  without  repre 
sentation  in  America,  134;  without 
representation  in  England,  134 

Taylor,  Zachary,  276;  portrait,  280; 
sketch,  281 

Tea,  tax  on,  139-140 

Tecumseh  (te-kum'sg),  228 

Telegraph,  267,  378 

Telephone,  389 

Temperance  movement,  264,  265 

Tennessee,  life  in,  216;  352 

Tennessee,  Confederate  ironclad,  342 

Territories,  slavery  in,  287,  294,  299 

Texas,  annexation  of,  274 ;  admitted  to 
the  Union,  354 

Thames  River,  battle  of,  353 

Thirteenth  Amendment,  358,  360 

Thomas,  General,  333,  336 

Ticonderoga,  Fort,  101,  129;  Amer 
icans  capture,  145 ;  Burgoyne  capt 
ures,  157 

Tilden,  Samuel  J.,  389 

Tippecanoe,  battle  of,  228 

Tobacco,  33,  35,  39 

Tories,  134,  151 

Township,  New  England,  48 

Trade,  Colonial,  127,  128 

Travel,  modes  of,  117,  197,  215 

Treaty  at  close  of  last  French  War,  IO2 ; 
at  close  of  Revolution,  183  ;  Jay's, 
208;  at  close  of  War  of  1812,  238; 
with  Mexico,  278 ;  between  Vene 
zuela  and  England,  405-407 ;  Hay- 
Pauncefote,  423 

Trent  Affair,  309 

Trenton,  battle  of,  154,  155 


472 


INDEX 


Tuscaroras  (tus-ka-ro'ras),  76 

Tyler,  John,  sketch,  267  ;    portrait,  269 

"  UNCLE  TOM'S  CABIN,"  285 

Underground  Railroad,  285 

United   States,   natural   advantages   of, 

425 

United  States  Bank,  256,  257 
Utah,  375 

VALLEY  FORGE,  suffering  at,  164,  165 
Van  Buren,  Martin,  sketch  and  portrait, 

262  ;  presidency  of,  262,  263 
Venezuela  (ven-e-zwe-la)  and  England, 

405-407 

Vera  Cruz  (ve'ra  kroz),  surrender  of,  354 
Vermont,  352 

Verrazano  (ver'  rat-sa'no),  87 
Vespucius,  Americus,  8 
Vicksburg,  capture  of,  329 
Vincennes,  169 
Virginia,   early  history  of,   29-37;    anc^ 

the  Northwest  territory,  188 
Virginia  and  Kentucky  Resolutions,  211 
Vulture,  178 

WALLACE,  LEW,  338 

War  of  1812,  causes  of,  229;  principal 

events  of,  231-236;  results  of,  238 
Warren,  Joseph,  143,  146,  147 
Washington,   D.   C.,  made  the  national 

capital,  203 ;  captured  by  the  British, 

234 

Washington,  Fort,  152 

Washington,  George,  his  journey  to  the 
French  forts,  96  ;  at  Great  Meadows, 
97 ;  with  Braddock,  99 ;  takes  com 
mand  of  the  American  army,  147  ;  in 
the  Revolution,  147-183;  presidency 
of,  194-209 ;  sketch,  195 ;  inaugu 
rated,  195;  formality  of,  198-200; 
his  cabinet,  200 


Washington,  Lawrence,  96 

Washington  Elm,  144 

Webster,  Daniel,  and  the  Union,  254; 
portrait,  255 

Wells,  Horace,  268 

West,  rapid  growth  of,  258  ;  influence 
of,  in  favor  of  nationality,  293  ;  ex 
pansion  of,  374 

West  Virginia,  355 

Western  lands,  speculation  in,  260 

Wethersfield  settled,  51 

Weyler,  General,  411 

Whig  Party,  290 

Whiskey  Rebellion,  203 

White  Plains,  battle  of,  192 

Whitney,  Eli,  invents  cotton-gin,  204 

Whittier,  John  Greenleaf,  430 

Wild-cat  banking,  260 

Wilderness,  battles  of,  337 

Williams,  Roger,  54,  55 

Williamsburg,  131 

Williamsburg,  battle  of,  322 

Wilmot  David,  284 

Wilmot  Proviso,  284 

Wilson  Bill,  405 

Windsor  settled,  51 

Winthrop,  John,   51 

Wisconsin,  354 

Witchcraft,  Salem,  108 

Wolfe,   General,  captures  Quebec,  1C. 
102 

World's  Columbian  Exposition,  402 

Writs  of  Assistance,  128 

Wyoming,  attack  on,  192 

Wyoming,  375 

X.  Y.  Z.  Papers,  209 

YALE  COLLEGE,  109 
Yorktown,  McClellan  at,  321 
Young,  Brigham,  376 


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